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BAHIR DAR UNIVERSITY

INSTITUTE OF DISASTER RISK MANAGEMENT AND FOOD

SECURITY STUDIES

A CURRICULUM FOR THE DEGREE OF BACHELOR OF SCIENCE (BSc)

IN DISASTER RISK MANAGEMENT AND SUSTAINABLE

DEVELOPMENT

MAY, 2020

BAHIR DAR, Ethiopia

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A CURRICULUM FOR THE DEGREE OF BACHELOR OF SCIENCE (BSc)

IN DISASTER RISK MANAGEMENT AND SUSTAINABLE

DEVELOPMENT

DEPARTMENT OF DISASTER RISK MANAGEMENT AND SUSTAINABLE

DEVELOPMENT

INSTITUTE OF DISASTER RISK MANAGEMENT AND FOOD SECURITY

STUDIES


[This draft document is a revised curriculum for Bachelor Degree in “Disaster Risk Management

and Sustainable Development” under the Department of Disaster Risk Management and

Sustainable Development in the Institute of Disaster Risk Management and Food Security Studies

submitted to Bahir Dar University for discussion, amendments and approval. This revised

curriculum is prepared with a due consideration of the general directions from MoSHE particularly

following the changes in the standard period of study (from three to four academic years with 8

semesters) for a bachelor degree programs.]

MAY, 2020

BAHIR DAR

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EXECUTIVE SUMMARY

Name of the Degree Program: Disaster Risk Management and Sustainable Development

Name of the Degree to be awarded: Bachelor of Science in Disaster Risk Management and Sustainable

Development in Amharic as: የሳይንስ ባችለር ዲግሪ በአደጋ መከላከልና ዘላቂ ልማት

Degree to be awarded by: Bahir Dar University, Subjected to the Approval of the Senate

Standard Period of Study: 4 Academic Years with 8 Semesters

Commencement of the Program: Each year in September starting from 2020/2021

Fees / Charges: Cost-sharing

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Contents

1. Background of the Program .................................................................................................................................... 5

2. Rationale of the Program ........................................................................................................................................ 6

3. Rationale for Revision ............................................................................................................................................. 6

4. Philosophy of the Program ...................................................................................................................................... 7

5. Goal of the Program ................................................................................................................................................ 7

6. Objectives of the Program ...................................................................................................................................... 8

7. Professional Profile ................................................................................................................................................. 9

8. Graduate Profile ................................................................................................................................................... 11

9. Admission Requirements ...................................................................................................................................... 12

10. Mode of Delivery ................................................................................................................................................ 12

11. Duration of the Study .......................................................................................................................................... 12

12. Graduation Requirements ................................................................................................................................... 12

13. Degree Nomenclature ......................................................................................................................................... 12

14. Assessment Strategies ........................................................................................................................................ 13

15. Resources ............................................................................................................................................................ 13

15.1Core Staff Profile ................................................................................................................................................... 13

15.2 Affiliated Staff profile ........................................................................................................................................... 15

15.3Existing Physical Resources and Infrastructure ..................................................................................................... 16

15.4Collaboration and partnershipning ....................................................................................................................... 16

16. Quality Assurance Mechanisms........................................................................................................................... 16

17. Course Information ............................................................................................................................................. 18

17.1 Program Structure................................................................................................................................................ 18

17.3 List of Modules and Courses ................................................................................................................................ 18

17.3 Semester Breakdown ........................................................................................................................................... 22

18. Module Profile .................................................................................................................................................... 32

19. Course Guidebooks ............................................................................................................................................. 39

20 Appendices ........................................................................................................................................................ 340

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1. Background of the Program

Like most developing economies, Ethiopia is found to be vulnerable to a wide range of

environmental problems. Drought and flood represent major challenges, but a number of other

hazards affect communities and livelihoods. These include: frost and hail, crop pests and

diseases, livestock diseases, human diseases, conflict, landslides, earthquakes and urban and

forest fires. Climate change is predicted to further increase exposure to climate-related and

hydrological hazards and given the overall economic importance of agriculture and its vulnerability

to climate variability, the livelihood of poor households and the scarce diffusion of irrigation and

water-shed management practices make Ethiopia particularly vulnerable.

Capacity to effectively prevent, mitigate, prepare for and respond to disaster risks triggered by

these hazards require knowledge, skills, motivation and resources that includes training,

education, policy support, and systemic accountability. Legislative framework on disaster

management in Ethiopia started since the 1973/74 famine. By identifying the key gaps, the

National Policy on Disaster Prevention and Management provides an opportunity for the

integration of disaster risk management and sustainable development initiatives in higher

education and research institutions. However there remains the gap in addressing the

professionalization and capacity development challenges of the DRM workforce.

As a response for the identified gap, Bahir Dar University has established “The Department of Disaster

Risk Management and Sustainable Development (DRMS)” in 2005. Given the disaster

risk management context of Ethiopia, the need for a revision arises from systematic analysis of

stakeholders‟ feedback. The feedback came from various stakeholders in different time and place

including workshops that have been prepared by the department of disaster risk management and

sustainable development. The feedback containing the critique and recommendation has been sourced

from members of the training community as well as government and non-government organizations.

The feedbacks provided by stakeholders and training community includes:- redundancy of course

contents; dichotomization of courses that could be one and exclusion of necessary and inclusion of

unnecessary courses for the program. Most importantly, substantial revision was undertaken by the

department considering current and emerging disaster risk challenges of the globe in general and

Ethiopia in particular

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2. Rationale of the Program

Ethiopia, like other countries in Sub-Saharan Africa is prone to disaster risks of natural and

anthropogenic origin. Common disasters in recent years include famine, diseases, environmental

degradation and conflicts, which have disproportionately affected most vulnerable groups such as

women, children, elderly and the disabled members of society. This program is developed in response

to the ongoing need to building disaster resilient communities through strengthening capacity to

prevent, plan and respond to disasters within the sustainable development framework. The program is

designed to fill a widely sought after but sparsely provided focus at undergraduate level. Using multi-

disciplinary approach, the program seeks to produce competent professionals who are equipped with

both academic and practical knowledge and skills in managing all the phases of the disaster cycle.

Whilst the program deals with topics at a local level, topics of international relevance are also covered

to ensure graduates are able to fit at both local and international levels.

3. Rationale for Revision

There are various reasons to review the current curriculum. First, the implementation of new

educational road map of the country changes the current three-year study period of the degree

programs into a four-year degree programs to enable universities to provide basic and general courses

in the freshman academic year. Second, the dynamism of the disaster risk management issues in the

country changes over the last 10 years (for instance: DRM policy was ratified in 2013and resulting

growing need of improving emergency preparedness and response capabilities of the existing DRM

workforce in Ethiopia, as well as the growing interest of city governments in managing urban risks,

etc). Third, the recent tracer study involving DRM graduates of 12 African universities, including

Bahir Dar University, documented evidences that confirm strong work-force traction for DRM

graduates across Africa, include high employment prospects and placements across diverse fields.

Significantly, considerable numbers of graduates have taken up government positions at (sub)

national or local scales in a wide range of ministries and government departments. This new

employment patterns necessitates the need to revise the current curriculum so that our graduates offer

a high value skill-set that is "fit-for-purpose" for multiple fields and sectors.

Moreover, at Macro level there is huge shifts with regard to policies strategies to bring about

sustainable development at the country which is being witnessed in many critical successes. Growth

and Transformation plan (GTP) and Climate-Resilient Green Economy (CRGE) and others are some

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of the policy shifts we need to in line with at large. The recent International Conference held in

Sendai, Japan has formulated a new framework for Disaster Risk Reduction (SFDRR) which has

superseded the Hyogo Framework for Action (HFA) and other new Global Frameworks & DRR

related initiatives (SD Goals, Paris Agreement, Urban Agendas) are another reasons to do so.

Upon this understanding of new developments, in terms of employment patterns and policy changes

at global and national levels including the new direction taken up by MoSHE, the department decides

to revise the existing curriculum.

4. Philosophy of the Program

The philosophical standpoint regarding the nature of disaster risks s and its management has evolved

over time. This can be seen in the view of the two dominant perspectives- „Disasters as acts of nature‟

vs „Disasters as acts of man‟. The first perspective views disasters as the characteristics of natural

hazards and often focuses on scientific weather forecasting and engineering solutions to the

management of disaster risks. However, the second perspective views disasters as unanswered

questions of development and tend to focus on reducing disaster risks developmentally. This

approach placed the importance of human vulnerability as the key drive of disaster related loss in

the forefront. As a result, Hazards research and vulnerability research traditions, dominated by

physical and social sciences respectively, born out of these two opposing perspectives.

However, critics on this two opposing views of disasters leads to the development of newly

emerging paradigm that tries to perceive hazards and disasters as two sides of the same coin where

neither can be fully understood from the view point of either physical science or social science

alone. Rather this recent view reemphasizes the mutual interactions between nature and society.

Therefore, our revised curriculum is primarily informed by this newly emerging paradigm that

views disasters as a serious disruption resulted from the interaction between nature and society.

This makes the program a trans-disciplinary field involving integration of knowledge from various

disciplines. The revised curriculum enables the would-be graduates to offer a high value skill-set that

is "fit-for-purpose" for multiple fields and sectors.

5. Goal of the Program

The overall goal of this undergraduate program is to produce high quality graduates acquainted with

knowledge, skills and attitudes that could contribute for effective disaster risk management in a

sustainable manner to build a disaster resilient society.

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6. Objectives of the Program

Specifically, the program seeks to:

Produce e qualified graduates with the required knowledge and skills to practice disaster risk

management in a sustainable manner.

Foster an informed and critical attitude towards theoretical and applied aspects of disaster

risk management and sustainable development.

Develop knowledge and skills required to improve livelihood and food security status of the

society.

Produce graduates who could facilitate DRM mainstreaming into various development sector

activities.

Produce qualified graduates with the required capacity of research design and analytical skills

related to disaster risk and development

Produce qualified graduates with effective coordination, communication and facilitation knowledge

and skills related to disaster risk management.

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7. Professional Profile

The program consists of a blend of academic knowledge and skills-based disciplines to produce well equipped expertise in disaster risk

management and sustainable development that are expected to serve as professionals in a wider spectrum of areas related to the management of

disaster risks. A professional in Disaster Risk Management and Sustainable Development is expected to perform the following tasks listed under

eight career path ways:

Career path ways/

Duty

Tasks

1 2 3 4 5 6 7

DRM

Expert/Practitioner

Organize

participatory

CBDRM

Perform

hazard,

vulnerability

& capacity

assessments

Formulate

comprehensive

DRR/CCA

plan; develop

Contingency

plans

Coordinate

DRM activities

with

stakeholders;

mobilize

resources for

DRM activities

Develop

performance

indicators for

DRM activities

Monitor,

evaluate

implementation

of DRM

activities

Community

Facilitator

Identify

vulnerable and

marginalized

groups

Perform

community-

based social

and resource

mapping;

collect

information

related to

DRR

Coordinate

communities

to implement

DRR plans

Organize

communities to

implement

DRR plans;

mobilize

community

resources

Identify

challenges and

unmet needs of

vulnerable

groups among

risk prone

communities

Disseminate

DRR related

information to

communities;

organize

community

experience

sharing

Mobilized

community-

based

institutions

during

emergencies

Safety officer Identify safety

risks in different

contexts

Identify

requirement

for safety

equipment

Develop

safety risk

maps

Develop safety

management

plan

Coordinate

implementation

of safety

measures; find

Monitor and

supervise

availability and

functionality of

Conduct

accident

investigation

and

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and signs resources for

safety activities

safety

equipment and

signs

communicate

investigation

report

EIA/SIA expert Conduct

environmental

& social impact

assessment

Develop

environmental

strategic

impact

assessment

Perform

environmental

auditing

Coordinate

monitoring &

evaluation of

environmental

impact

assessment

performances

Review

Environmental

Impact

Assessment

Documents

Public Health

Emergency Expert

Describe the

epidemiology of

public health

problems in

emergency

settings

Identify key

public health

intervention

strategies in

emergency

settings

Coordinate

epidemic

investigation&

management

Communicate

public health

risk

information

with concerned

stakeholders

Livelihood and

food security

expert

Identify

potential

livelihoods

options in

different

contexts

Conduct

livelihood and

food security

assessments

Develop plan

for livelihood

diversification

and income

generation

Coordinate

implementation

of Livelihood

& food security

activities with

different

stakeholders

Monitor and

evaluate

livelihood and

food security

program

activities

Researcher Identify action

research

problem

Organize

action

research team

Identify

resources

Undertake

action research

Write report

and

disseminate

findings of

action research

Teacher/trainer Develop

syllabus

Prepare

training

materials

Prepare

teaching aids

Conduct

seminar,

workshops

Facilitate field

practice

Evaluate

students‟

performance

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8. Graduate Profile

A graduate profile in disaster risk management and sustainable development Program is

expected to:

Knowledge

Describe concepts and definitions related to disaster risk management and sustainable

development.

Explain principles, standards and frameworks in disaster risk management and sustainable

development

Identify, prioritize and characterize hazards and risks

Identify and profile vulnerability/capacity conditions of communities and places

Explain the research methods and tools related to disaster risk and sustainable

development

Explain appropriate and innovative solutions for problems related to disaster risk

management and sustainable development

Distinguish the major public health problems and intervention strategies

Skill

Perform risk and environmental impact assessments

Develop DRR and contingency plans

Produce hazard, vulnerability and risk maps

Coordinate and facilitate preparedness and response activities during disaster

emergencies,

Communicate and disseminate disaster risk related information

Conduct action research and consultancy in the area of disaster risk management and

sustainable development

Teach/train disaster risk management and sustainable development related courses.

Demonstrate safety management procedures and standards

Attitude

Appreciate the role of disaster risk management for sustainable development.

Value participation of disaster affected communities in decision making processes of

disaster risk management.

Promote disaster prevention and safety culture

Sympathize the needs of disaster affected communities

Advocate human rights during emergencies

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9. Admission Requirements

For regular program, students whose stream is natural science and social science and who

can fulfill the higher education requirements set by the Ministry of Education can join the

department. For Extension and Summer Programs, students who graduate in certificate level

and above in General agriculture, Agricultural Economics, Agricultural Extension, Social

Science, Applied science, Engineering and other related fields of study could register for the

program.

10. Mode of Delivery

The delivery of modules and course will include both block and parallel methods for regular,

extension, summer and distance programs

11. Duration of the Study

The following are the standard period of study for regular, summer, extension and distance

programs

4 years (8 semester )for regular under graduate program

6 years(12 semester and 5 kirmete ) for extension undergraduate program

6 years (12 semester ) for summer under graduate program

7 Years (14 semester ) for distance under graduate program

12. Graduation Requirements

From the total of courses taken (with a minimum of 148 credit hours or 250 CP) a candidate

eligible for graduation should score 2.0 or better cumulative grade point average (CGPA) over all

courses including their major, supportive and common courses. Candidates who have grades

like F (Failed), I (Incomplete), NG (No Grade) shall not become eligible for graduation.

13. Degree Nomenclature

Nomenclature of the degree to be awarded on successful completion of the program leads to a

certification referred in English as: Degree of Bachelor of Science in Disaster Risk

Management and Sustainable Development, in Amharic as:

የሳይንስ ባችለር ዲግሪ በአደጋ ሥጋት መከላከልና ዘላቂ ልማት

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14. Assessment Strategies

i. For theory part courses work

- Quizzes, tests, assignments, mid and final Examination

ii. For practical courses

- Laboratory reports/ field reports, practical examinations, written examinations

iii. For research project; field practice and seminars –

Quality of paper presented, style of presentation, adequacy of defending the material presented

15. Resources

15.1Core Staff Profile Currently, the following core staffs are available to run the program.

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S.No Full Name Specialization Qualificati

on

Academic Position Remark

1. Adane Tesfaye Agricultural Pest Management PhD Ass. Professor

2. Abraham Mebrat Environmental Engineering PhD Associate

Professor

3. Mossa Endris Social Anthropology PhD Ass.professor

4. Birhan Sisay

Developmental Studies (Livelihood & Development) PhD Ass.professor

5. Tesfahun Asmamaw

Environmental & Geographical Science PhD Ass.professor

6. Alebel Ayenalem DRMSD MSC Lecturer

7. Tarekegn Ayalew

Risk, Crisis, and Disaster

Management MSC Lecture r

8. Yidnekachew

Merkeb

Public Health MSC Lecturer

9. Misganaw Teshager

DRMSD MSC Lecture r PhD Candidate

10. Fairuz Temam DRMSD MSC Lecturer

11. Mentesinot Azene Development Studies( Environment &

Development )

PhD Ass.professor

12. Neima Ahmed

Gender & Development Studies MSC Lecturer

13. Jemal Simeneh ICT BSC Graduate A.

14. Birhanu Gedef DRMSD M.A Ass.professor

15. Birtukan Atinkut

DRMSD MSC Ass.professor PhD Candidate

16. Yilebes Addisu DRMSD MSC Ass.professor PhD Candidate

17. Haileyesus Abate ICT BSC Assist. ICT

18. Desalegne Chanie Watershed Management PhD Ass.Professor

19. Henok Abate DRMSD MSC Lecturer

20. Yosef Tameru Public Health MSC Lecturer

21. Adey Belete DRMSD MSC Lecturer

22. Zerihun Yohanes Environmental Management PhD Ass.professor

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15.2 Affiliated Staff profile

S.No Full Name Specialization Qualification Academic Position Remark

1 Atalel Wubalem Agricultural Economics MSc Lecturer Agr.Economics Dept

2 Kassahun Tasie Agricultural Economics MSc Lecturer Agr.Economics Dept

3 Hawulet Mohamed Agricultural Economics MSc Lecturer Agr.Economics Dept

4 Anteneh Mulugeta Statistics MSc Lecturer Agr.Economics Dept

5 Gashaw Bimerew Agro-meteorologist PhD Ass.Professor NaRM Dept

6. Zemen Ayalew Agricultural Economics PhD Ass.Professor Agr.Economics Dept

23. Asaye Yesmaw DRMSD MSc Lecturer

24. Mekonon Getachew DRMSD BSc Graduate II MSc Candidate

25. Muluneh Getaneh Natural risk management MSc Lecturer PhD Candidate

26. Emiyamerew

Yoseph

DRMSD BSc Technical Assi MSc Candidate

27. Dejene Sahlu Water Resources Engineering and

Management

PhD Ass.Professor

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15.3. Existing Physical Resources and Infrastructure

The program has basic instructional materials and equipment and has enough reference books and has

facilities for producing even the most basic instructional materials. Furthermore, the program will

have more partners in the future; given the International and Regional focus that Ethiopia to be a

Disaster research and training center. Moreover, to commence this program the IDRMFSS has got

sufficient learning materials, study guides for the course as well as the research works. This research

and Educational facilities lab will continually be improved and upgraded as the need arises. We will

soon have a dedicated laboratory available for advanced image processing and GIS applications and

shall be used for accessing and making use of the online data resources. In their stay at our IDRMFSS

students will get lab and field practices and excursion, all the necessities are ready for the action.

Moreover, we have recently established a computer and GIS laboratory which can be used for

Computer and GIS courses this curriculum could have.

15.4. Collaboration and partnershipning

We have established collaboration both in the university and outside the university. within the

university we have a strong linkage with College of agriculture and environmental sciences, College

of social sciences, College of business and economics, Bahir Dar Institute of Technology (BIT) and

others to make use of the university facilities at our best disposal. Besides, we had the working

agreement with other organizations operationalize in National Disaster risk Management Commission

(NDRMC), Ethiopia like Ethiopian Industrial park corporation (EIPC), Ethiopian Red Cross

Society(ERCS), UNDP, USAID, FDRMC, Oxfam-GB, CARE Ethiopia and others where we can tap

the resources and study materials developed. In Addition to that, the institute has a number o of

network and collaboration out of Ethiopia like Peri Peri U consortium member, Global Network for

Disaster Risk (GNDR), African Union, Wageningen University and Arizona University.

16. Quality Assurance Mechanisms

The quality of the program is assessed in terms of the instruction performance and the impact of the

program on the quality of graduates looking for further studies. With regard to instruction

performance, in line with the University policy, students‟ evaluations are taken in to account. The

quality of graduates is measured by the feedback obtained from the employers and stakeholders who

are the immediate beneficiaries of the program and also the graduates who are able to rate their own

confidence in meeting the challenges they encounter after graduation.

Moreover, the quality assurance officer of the institute shall make sure that teaching and learning

process is smooth and according to program and course plans. The quality assurance shall discuss

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with course instructors and students to get a feedback on the teaching and learning environment.

Written individual works, discussion groups and practical works will form principal ways by which

students will be expected to both learn and be assessed.

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17. Course Information

17.1 Program Structure This program organized with seven modules and fifty sixtyt courses.

17.2 List of Modules and Courses

Module Code Module

Name Course Name

Course

Code Credit Lec Prac Tutorial

Home

Study CP

Drms-M01 Common Courses

Mathematics for Natural Sciences Math1011 3 3 2 0 5 5

Communicative English Skills I FLEn1011 3 3 0 0 7 5

Geography of Ethiopia and the Horn GeES1011 3 3 0 0 7 5

General Physics Phys1011 3 2 1 0 7 5

General Psychology Psyc1011 3 3 0 0 7 5

Critical Thinking LoCT1011 3 3 0 0 7 5

Physical Fitness SpSc1011 P/F 1 0 1 0 P/F

Introduction to Emerging

Technologies

EmTe1012 3 2 3 0 5 5

Communicative English Skills II FLEn1012 3 3 0 0 7 5

History of Ethiopia and the Horn Hist1012 3 3 0 0 7 5

General Chemistry Chem1012 3 2 0 3 5 5

General Biology Biol1012 3 2 0 3 5 5

Moral and Civic Education MCiE1012 2 2 0 0 6 4

Social Anthropology Anth1012 2 2 0 0 6 4

Inclusiveness Incl1012 2 2 0 0 6 4

Entrepreneurship MGMT 1012 3 3 0 0 5 5

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Drms-M02 SUPPORTIVE COURSES

Economics Econ2021 3(3+0) 3 0 0 6 5

Natural Resources Geog2022 3(3+0) 3 0 0 6 5

Climate Science & Agro

Meteorology

Drms2023 3(3+0)

3 0 0 6

5

Earth Science Geol2024 2(2+0) 2 0 0 5 4

Computer & Its Application Inct2025 3(2+1) 2 1 0 5 5

Drms-M03 FUNDAMENTALS OF DISASTER RISK MANAGEMENT

Introduction to Disaster Risk

Management

Drms2031 3(3+0) 3

0 0 7

5

Natural Hazards Drm2032 3(3+0) 3 0 0 7 5

Anthropogenic Hazards Drms2033 3(3+0) 3 0 0 7 5

Perception & Identification of Risk Drms2034 2(2+0) 2 0 0 5 4

Disaster Risk Reduction Drms2035 3(3+0) 3 0 0 6 5

Early Warning & Risk Information

System

Drms2036 3(3+0) 3

0 0 7

5

Emergency Preparedness &

Response

Drms3037 3(3+0) 3

0 0 5

5

Emergency Logistics Management Drms4038 2(2+0) 2 0 0 6 4

Drought and Flood Management Drms3039 3(3+0) 3 0 0 7 5

Community Based DRM Drms2030 3(2+1) 2 1 0 5 6

Drms-M04 SUBJECT SPECIFIC DISASTER RISK MANAGEMENT

Climate Change & Disaster Drms4041 3(3+0) 3 0 0 6 5

Crop Production & Risk

Management

Drms3042 3(2+1) 2

1 3 6

6

Animal Production & Risk

Management

Drms3043 3(2+1) 2

1 3 6

6

Urban Risk Management Drms3044 3(3+0) 3 0 0 5 4

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Fire Risk Management Drms4045 3(2+1) 2 1 0 5 6

Drms-M05 DISASTER AND SUSTAINABLE DEVELOPMENT

Sustainable Development Drms3051 3(3+0) 3 0 0 6 5

Livelihoods and Food Security Drms2052 3(3+0) 3 0 0 6 5

Disaster Risk Governance & Policy Drms4053 3(3+0) 3 0 0 6 5

Disaster Risk Financing and

Insurance

Drms3054 2(2+0) 2

0 0 5

4

Project Management in DRM Drms4055 2(2+0) 2 0 0 6 4

Development Planning & DRR Drms3056 3(3+0) 3 0 3 7 5

Relief and Development Drms4057 3(3+0) 3 0 0 6 5

Drms-M06 CROSS-CUTTING ISSUES IN DRM

Sociology of Disasters Drms3061 2(2+0) 2 0 0 5 4

Gender, Disaster & Development Drms4061 3(3+0) 3 0 0 5 5

Health & Nutrition Drms3062 3(3+0) 3 0 3 5 5

Food safety Drms4063 2(2+0) 2 0 3 5 4

Occupational Safety & Health Drms4064 3(3+0) 3 0 3 6 5

Disaster epidemiology Drms4065 3(3+0) 3 0 3 6 5

Peace &Conflict Management Drms4066 3(3+0) 3 0 0 5 5

Migration & Refugees Drms3067 2(2+0) 2 0 3 6 4

Disaster Trauma Counselling Drms4068 3(3+0) 3 0 0 5 5

Drms-M07 RESEARCH METHODS AND TOOLS IN DRM

Statistics for DRM Drms2071 3(3+0) 3 0 3 7 5

GIS & Remote Sensing in DRM Drms3072 3(2+1) 2 1 3 5 6

Environmental & Social Impact

Assessment

Drms4073 3(2+1) 2

1 3 7

6

Research Methods in DRM Drms3074 3(3+0) 3 0 3 7 5

Scientific Writing Skill & Drms3075 1(0+1) 0 0 0 5 3

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Seminar Presentation

Senior Research Proposal Drms3076 1(0+1) 0 0 0 5 3

Senior Research Report Drms4077 1(0+1) 0 0 0 6 3

Senior Research Presentation Drms4078 1(0+1) 0 0 0 3 3

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17.3. Semester Breakdown

Regular

Year 1 Semester I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Technologies

EmTe 1011 Parallel 3 48 2 0 5 5

Communicative English Skills I EnLa 1011 parallel 3 48 0 0 7 5

Geography of Ethiopia and the Horn GeES 1012 Parallel 3 48 0 0 7 5

General Biology Biol 1011 parallel 3(2+1) 48 1 0 7 5

General Psychology and Life Skills Psyc 1011 Parallel 3 48 0 0 7 5

Critical thinking Lo Ct 1011 Parallel 3 48 0 0 7 5

Physical fitness SpSc 1011 Parallel 2 (P/F) 0 1 0 P/F

Total 18 30

Year 1 Semester II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Communicative English Skills

II

FLEn1012 parallel 3 3 0 0 7 5

History of Ethiopia and the

Horn

Hist1012 Parallel 3 3 0 0 7 5

General Chemistry Chem1012 parallel 3 2 0 3 5 5

General Biology Biol1012 Parallel 3 2 0 3 5 5

Moral and Civic Education MCiE1012 Parallel 2 2 0 0 6 4

Social Anthropology Anth1012 Parallel 2 2 0 0 6 4

Inclusiveness Incl1012 Parallel 2 2 0 0 6 4 Total 18 32

Year 2 Semester I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Introduction to Disaster Risk

Management

Drms2031 Parallel 3(3+0) 3 0 0 7 5

Natural Resources Geog2022 parallel 3(3+0) 3 0 0 6 5

Natural Hazards Drm2032 Parallel 3(3+0) 3 0 0 7 5

Earth Science Geol2024 Parallel 2(2+0) 2 0 0 5 4

Economics Econ2021 Parallel 3(3+0) 3 0 0 6 5

Anthropogenic Hazards Drms2033 Parallel 3(3+0) 3 0 0 7 5

Statistics for DRM Drms2071 Parallel 3(3+0) 3 0 3 7 5

Total 20 34

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23

Year 2 Semester II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Computer and its application Inct2025 parallel 3(2+1) 3 1 0 5 5

Perception & Identification of Risk Drms2034 Parallel 2(2+0) 2 0 0 5 4

Early Warning & Risk Information System Drms2036 Parallel 3(3+0) 3 0 0 7 5

Livelihoods and Food Security Drms2052 Parallel 3(3+0) 3 0 0 7 5

Community Based DRM Drms2030 Parallel 3(2+1) 3 1 0 5 5

Disaster Risk Reduction Drms2035 Parallel 3(3+0) 3 0 0 6 5

Climate Science &Agro-meteorology Drms2023 Parallel 3(3+0) 3 0 0 6 5

Total 20 34

Year 3 Semester I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Emergency Preparedness &Response Drms3037 Parallel 3(3+0) 3 0 0 5 5

Sociology of disaster Drms3061 Parallel 2(2+0) 2 0 0 5 4

Animal Production & Risk Management Drms3043 parallel 3(2+1) 2 1 3 6 5

Crop Production & Risk Management Drms3042 Parallel 3(2+1) 2 1 3 6 5

GIS & Remote Sensing in DRM Drms3072 Parallel 3(2+1) 2 1 3 5 5

Research Methods in DRM Drms3074 Parallel 3(3+0) 3 0 3 7 5

Sustainable Development Drms3051 Parallel 3(3+0) 3 0 0 6 5

Total 20 34

Year 3 Semester II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Drought and Flood Management Drms3039 Parallel 3(3+0) 3 0 0 7 5

Disaster Risk Financing &Insurance Drms3054 Parallel 2(2+0) 2 0 0 5 4

Urban Risk Management Drms3044 Parallel 3(3+0) 3 0 0 5 4

Health & Nutrition Drms3062 Parallel 3(3+0) 3 0 3 5 5

Development Planning & Disaster

Risk Reduction

Drms3056 Parallel 3(3+0) 3 0 3 7 5

Senior Research Proposal Drms3076 Parallel 1(0+1) 0 1 0 5 3

Scientific Writing Skill & Seminar

Presentation

Drms3075 Parallel 1(0+1) 0 1 0 5 3

Migration & Refugees Drms3067 Parallel 2(2+0) 2 0 3 6 4

Total 18 33

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24

Year 4 Semester I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Gender, Disaster and Development Drms4061 Parallel 3(3+0) 3 0 0 5 5

Disaster epidemiology Drms4065 Parallel 3(3+0) 3 0 3 5 5

Fire Risk Management Drms4045 Parallel 3(2+1) 2 1 0 5 5

Climate Change & Disaster Drms4041 Parallel 3(3+0) 3 0 0 6 5

Disaster Trauma Counseling Drms4068 Parallel 3(3+0) 3 0 0 5 5

Project Management in DRM Drms4055 Parallel 2(2+0) 2 0 0 6 4

Emergency Logistics Management Drms4038 Parallel 2(2+0) 2 0 0 6 4

Senior Research Report Drms4077 Parallel 1(0+1) 0 1 0 6 2

Total 20 35

Year 4 Semester II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Relief and Development Drms4057 Parallel 3(3+0) 3 0 0 6 5

Food safety Drms4063 Parallel 2(2+0) 2 0 3 5 4

Peace & Conflict Management Drms4066 Parallel 3(3+0) 3 0 0 5 5

Occupational Safety & Health Drms4064 Parallel 3(3+0) 3 0 3 5 5


Assessment

Drms4073 Parallel 3(2+1) 2 1 3 7 5

Disaster Risk Governance & Policy Drms4053 Parallel 3(3+0) 3 0 0 6 5

Senior Research Project Presentation Drms4078 Parallel 1(0+1) 0 1 0 3 3

Entrepreneurship MGMT 1012 Parallel 3(3+0) 3 0 0 5 5

21 37

Total Cr.Hr = 155

Total CP =280

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25

Extension

Year 1 Semester I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Technologies

EmTe

1011

Parallel 3 3 2 0 5 5

Communicative English

Skills I

EnLa

1011

parallel 3 3 0 0 7 5

Geography of Ethiopia and

the Horn

GeES

1012


General Biology Biol 1011 parallel 3(2+1

)

3 1 0 7 5

Total Parallel 12 20

Year 1 Semester II

Course Title Course

Code

Course

Delivery

Cr

Hrs

L P T HS CP



Physical fitness SpSc 1011 Parallel 2

(P/F)

0 1 0 P/F

Communicative English

Skills II

FLEn1012 parallel 3 3 0 0 7 5


Horn


Total 12 20

Year 1 Semester III (kirmet)

Course Title Course Code Course

Delivery

Cr

Hrs

L P T HS CP




Total 8 14

Year 2 Semesters I


Delivery

Cr

Hrs

L P T HS CP

Inclusiveness Incl1012 Parallel 2 2 0 0 6 4 Introduction to Disaster Risk

Management

Drms2031 Parallel 3 3 0 0 7 5

Natural Resources Geog2022 parallel 3 3 0 0 6 5

Natural Hazards Drm2032 Parallel 3 3 0 0 7 5

Total 11 19

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26

Year 2 Semesters II

Course Title Course

Code

Course

Delivery

Cr

Hrs

L P T HS CP

Social Anthropology Anth101

2


Earth Science Geol2024 Parallel 2 2 0 0 5 4

Economics Econ2021 Parallel 3 3 0 0 6 5

Anthropogenic Hazards Drms2033 Parallel 3 3 0 0 7 5

Perception & Identification of Risk Drms2034 Parallel 2 2 0 0 5 4

Total 12 22

Year 2 Semesters III

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP



Early Warning & Risk Information System Drms2036 Parallel 3(3+0) 3 0 0 7 5

Total 9 15

Year 3 Semesters I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP





Total 12 20

Year 3 Semesters II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS

Emergency Preparedness &Response Drms3037 Parallel 3(3+0) 3 0 0 5

Sociology of disaster Drms3061 Parallel 2(2+0) 2 0 0 5

Animal Production & Risk Management Drms3043 parallel 3(2+1) 2 1 3 6

Crop Production & Risk Management Drms3042 Parallel 3(2+1) 2 1 3 6

Total 11 22


Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP




Total 9 15

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27

Year 4 Semesters I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP





Total 11 18

Year 4 Semesters II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Risk Reduction

Drms3056 Parallel 3(3+0) 3 0 3 7 5



Presentation

Drms3075 Parallel 1(0+1) 0 1 0 5 3



Total 10 20


Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP




Total 9 15

Year 5 Semesters I

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP





Total 11 15

Year 5 Semesters II

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP





Total 11 19

P a g e | 28

28


Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Assessment

Drms4073 Parallel 3(2+1) 2 1 3 7 5

Disaster Risk Governance & Policy Drms4053 Parallel 3(3+0) 3 0 0 6 5

Senior Research Project Presentation Drms4078 Parallel 1(0+1) 0 1 0 3 3


Total 10 18

Summer

Year 1 Semester I (kiremt)

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Technologies

EmTe 1011 Parallel 3 48 2 0 5 5

Communicative English Skills I EnLa 1011 parallel 3 48 0 0 7 5

Geography of Ethiopia and the Horn GeES 1012 Parallel 3 48 0 0 7 5

General Biology Biol 1011 parallel 3(2+1) 48 1 0 7 5


Total 15 25

Year 1 Semester II (Bega)

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP


Physical fitness SpSc 1011 Parallel 2 (P/F) 0 1 0 P/F

Communicative English Skills

II

FLEn101

2

parallel 3 3 0 0 7 5


Horn


Total 9 15

Year 2 Semester I (kiremt)


Delivery

Cr Hrs L P T HS CP




Social Anthropology Anth1012 Parallel 2 2 0 0 6 4

Inclusiveness Incl1012 Parallel 2 2 0 0 6 4 Introduction to Disaster Risk

Management

Drms2031 Parallel 3(3+0) 3 0 0 7 5

Total 15 27

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29

Year 2 Semesters II (Bega)


Delivery

Cr Hrs L P T HS CP

Natural Resources Geog2022 parallel 3(3+0) 3 0 0 6 5

Natural Hazards Drm2032 Parallel 3(3+0) 3 0 0 7 5

Earth Science Geol2024 Parallel 2(2+0) 2 0 0 5 4

Total 8 14

Year 3 Semesters I (Kiremt)


Delivery

Cr Hrs L P T HS CP

Economics Econ2021 Parallel 3(3+0) 3 0 0 6 5

Anthropogenic Hazards Drms2033 Parallel 3(3+0) 3 0 0 7 5



Perception & Identification of Risk Drms2034 Parallel 2(2+0) 2 0 0 5 4

Total 14 24


Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Early Warning & Risk Information

System

Drms2036 Parallel 3(3+0) 3 0 0 7 5



Total 9 15

Year 4 Semesters I (Kiremt)

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP



Emergency Preparedness &Response Drms3037 Parallel 3(3+0) 3 0 0 5 5

Sociology of disaster Drms3061 Parallel 2(2+0) 2 0 0 5 4

Animal Production & Risk Management Drms3043 parallel 3(2+1) 2 1 3 6 5

Total 14 24


Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP

Crop Production & Risk Management Drms3042 Parallel 3(2+1) 2 1 3 6 5



Total 9 15

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30

Year 5 Semester I (Kiremt)

Course Title Course

Code

Course

Delivery

Cr Hrs L P T HS CP






Total 14 23


Course Title Course

Code

Course

Delivery

Cr Hrs L P T H

S

CP


Risk Reduction

Drms3056 Parallel 3(3+0) 3 0 3 7 5



Presentation

Drms3075 Parallel 1(0+1) 0 1 0 5 3


Total 8 16



Delivery

Cr Hrs L P T HS CP






Total 15 25



Delivery

Cr Hrs L P T HS CP





Total 8 15



Delivery

Cr Hrs L P T HS CP





Assessment

Drms4073 Parallel 3(2+1) 2 1 3 7 5

Total 11 19

P a g e | 31

31



Delivery

Cr Hrs L P T HS CP

Disaster Risk Governance

& Policy

Drms4053 Parallel 3(3+0) 3 0 0 6 5

Senior Research Project

Presentation

Drms4078 Parallel 1(0+1) 0 1 0 3 3


Total 7 13

Total Cr.Hr = 156

Total CP =280

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32

18. Module Profile

Bahir Dar University Institute of Disaster Risk Management and Food Security Studies

Name of the Department: Disaster Risk Management and Sustainable Development

Module Name SUPPORTIVE COURSES

Module Code Drms-M02

Total CP 24

Module description This module consists of the supportive courses of the DRM field that are

intended to provide students with well-grounded in a comprehensive knowledge

of the holistic perspective of the environment and natural resources, introduction

to earth‟s features and its dynamics, basic concepts of economics and

introduce computer basics to students of different backgrounds who will

have different responsibilities.

Objectives of the module After completion of this module students will be able to: Define environmental and natural resources and explain its principles and

scope.

Understand the nature of the earth; Describe what an economics means

Indicate how different economic principles are used to analyze and

solve problems in various areas of the agriculture sector.

list and describe the components of a computer system,

develop the skill to surf the internet

Module competence After completion of this module a student is expected to: Comprehend how the earth‟s natural system operate and interrelate with

one another.

Engage in problem solving of environmental issues.

Know various decision rules that guide rational decision making in

firms

Develop an understanding for basic market structures and their

application;

explain the reasons why we use computers and describe the potential

and capabilities of computers,

Mode of delivery Parallel

t-Learning methods Lecture, Presentation, Reflection, Practical

Assessment techniques Quiz, test, writing reaction paper, mid exam, final exam

Courses of the Module

Course Name Course code Cr hr L T P HS CP

Economics Econ2021 3(3+0) 3 0 0 6 5

Natural Resources Geog2022 3(3+0) 3 0 0 6 5

Climate Science & Agro Meteorology Drms2023 3(3+0) 3 0 0 6 5

Earth Science Geol2024 2(2+0) 2 0 0 5 4

Computer & Its Application Inct2025 3(2+1) 2 1 0 5 5

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33



Module Name Fundamentals of Disaster Risk Management


Total CP 48

Module description This module consists of the core courses of the DRM field that are intended

to provide students with the basic understanding of the context of the current

state of disasters and prevalence of disaster risks through dynamic and

holistic conceptual frameworks that enhances efforts to develop an effective

and holistic risk & disaster management. Making a clear understanding of

the theoretical and applied disciplines that define disaster risk and its

management.

Objectives of the module After completion of this module students will be able to:

Understand the basic concepts related to disaster risk and disaster

management

Know the spatial & temporal characteristics as well as the causes,

impacts & mitigation measures of natural and anthropogenic hazards

Perform risk assessment and planning

Understand how EW & Information systems work for effective

preparedness and response

Understand the design and implementation of DRR programs

Understand the management of emergency resources

Module competence After completion of this module a student is expected to:

Analyse the dynamics of disaster risk

Characterize the nature of different hazards

Perform risk assessment & planning for DRR & Emergency

response






Introduction to Disaster Risk Management Drms2031 3(3+0) 3 0 0 7 5

Natural Hazards Drm2032 3(3+0) 3 0 0 7 5

Anthropogenic Hazards Drms2033 3(3+0) 3 0 0 7 5

Perception & Identification of Risk Drms2034 2(2+0) 2 0 0 5 4

Disaster Risk Reduction Drms2035 3(3+0) 3 0 0 6 5 Early Warning & Risk Information System Drms2036 3(3+0) 3 0 0 7 5

Emergency Preparedness & Response Drms3037 3(3+0) 3 0 0 5 5

Emergency Logistics Management Drms4038 2(2+0) 2 0 0 6 4

Drought and Flood Management Drms3039 3(3+0) 3 0 0 7 5

Community Based DRM Drms2030 3(2+1) 2 1 0 5 6

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34

Bahir Dar University

Institute of Disaster Risk Management and Food Security Studies


Module Name

Subject Specific Disaster Risk Management

Module Code DDrrmmss--MM0044

Total CP 24

Module description This module is intended to equip students with the skills and knowledge needed to

apply disaster risk management principles and processes in various development

sectors in both rural and urban settings. The module particularly focuses on

application of risk management principles within the agriculture sector as well as

the management of risks including fire incidents in the context of urban settings.

Objectives of the

module

Upon completion of this module, students will be able to

Conduct agricultural risk assessment

Develop agricultural risk reduction plans

Explain relation between urbanization and disaster risks

Identify various urban hazards and risk reduction measures


Perform agricultural risk assessment

Identify agricultural risk reduction measures

Identify structural and non-structural mitigation strategies that help to

reduce fire and other urban risks

Recognise the need for mainstreaming DRM activities into rural

agriculture as well as urban development programs



Assessment

techniques

Quiz, test, writing reaction paper, mid exam, final exam


Course Title Course code Crhr L T P HS CP

Climate Change & Disaster Drms4041 3(3+0) 3 0 0 6 5

Crop Production & Risk Management Drms3042 3(2+1) 2 1 3 6 6

Animal Production & Risk

Management

Drms3043 3(2+1) 2

1 3 6

6

Urban Risk Management Drms3044 3(3+0) 3 0 0 5 4

Fire Risk Management Drms4045 3(2+1) 2 1 0 5 6

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35




Module Name Disaster and Development


Total CP 33

Module description This module comprises seven courses related to Disasters and Development.

This module introduces the concepts, policies and theories of development

(sustainable development) and disaster risks in order to integrate disaster risk

reduction/ or management efforts in project and development planning efforts

for sustainable development.

Objectives of the

module

Upon successful completion of this module students will be able to:

Understand the concepts and theories of development

Explain the interrelation between disaster and development

Describe concepts of food and livelihood security

Assess the enabling environments for mainstreaming disaster risk

reduction

Understand the tools and ways to integrate disaster risk reduction

efforts in project and development planning.


Analyze the nexus between disaster and development

Apply tools for mainstreaming DRR into development planning

Conduct food and livelihood security assessments

Mode of delivery Mixed (parallel and Block)




Course Title Course code Crhr L T P HS CP

Sustainable Development Drms3051 3(3+0) 3 0 0 6 5

Livelihoods and Food Security Drms2052 3(3+0) 3 0 0 6 5

Disaster Risk Governance & Policy Drms4053 3(3+0) 3 0 0 6 5

Disaster Risk Financing and Insurance Drms3054 2(2+0) 2 0 0 5 4

Project Management in DRM Drms4055 2(2+0) 2 0 0 6 4

Development Planning & DRR Drms3056 3(3+0) 3 0 3 7 5

Relief and Development Drms4057 3(3+0) 3 0 0 6 5

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36



Module Name Cross Cutting issues in DRM


Total CP 39

Module description This module provides a basic understanding of cross cutting issues such as

migration & refugee, health & nutrition as well as gender issues in the

context of disaster emergencies. Primarily it focuses on policy dialogues and

empirical evidences regard to migration, gender, epidemiology health and

nutrition and their relation to disaster.

Objectives of the module Upon successful completion of this module students will be able to:

Describe the variations in the construction of gender in different social and

cultural contexts;

Recognize concepts of health and nutrition

Discuss the causes, types and nature of Migration

Explain temporary or permanent, internal or international migration

Comprehend disease epidemiology

Identify vulnerable groups in disaster

Discuss public health interventions in the context of nutrition before, during

and after humanitarian crisis


analyze health issues in the context of disaster emergencies

applyhealth and safety issues in occupations

work with refugee & displaced populations

develop skills of counseling in disaster situations

Conduct nutritional assessments in the context of emergencies

Appreciate the role of gender in disaster emergencies

Mode of delivery Mixed (Parallel and Block)




Course Name

Course

code Cr hr L T P HS CP

Sociology of Disasters Drms3061 2(2+0) 2 0 0 5 4

Gender, Disaster & Development Drms4061 3(3+0) 3 0 0 5 5

Health & Nutrition Drms3062 3(3+0) 3 0 3 5 5

Food safety Drms4063 2(2+0) 2 0 3 5 4

Occupational Safety & Health Drms4064 3(3+0) 3 0 3 6 5

Disaster epidemiology Drms4065 3(3+0) 3 0 3 6 5

Peace &Conflict Management Drms4066 3(3+0) 3 0 0 5 5

Migration & Refugees Drms3067 2(2+0) 2 0 3 6 4

P a g e | 37

37




Module Name Research Methods & Tools


Total CP 17

Module description This module is designed to develop students‟ research skills by giving due

emphasis to ways of collecting, documenting, organizing, and analyzing both

qualitative and quantitative data. The module is believed to expose students

to scientific research methods. In this part of the module student will train on

the ways of designing and conducting research. It briefly introduces students

to the complementarities of the research method and it emphasizes the

discussion on designing, collecting, analyzing both qualitative and

quantitative research data.

Disaster risk information is spatial in nature and Geographic Information

Systems (GIS) play an important role in disaster risk management. Knowing

the spatial distribution of risks and opportunities helps in development

planning. Therefore the module tries to enhance the capabilities of students

in Food Security and livelihood Analysis by providing them with an

understanding on the use of spatial and Earth Observation information as a

tool to integrate knowledge about disaster risk management in a meaningful

and innovative way. And finally, the module will introduce Students to know

the establishing statements, details, analysis, conclusion and link components

on written papers and know the details on how to prepare the introduction,

how to go about critical review of the literature and how to write acceptable

reports and finally, how to summarized in a Power Point presentation that

will be presented and defended in the seminar day of the programme.

Objectives of the module After completion of this module students will be able to:

Introduce the essential principles of research

methodology that constitute the foundation the applied

research enterprise

Provide the methodological basis to assess the validity and

reliability of research results reported in the professional

literature and presented in public discourse

Introduce the range of quantitative and qualitative research

tools commonly used to design and carry out professional

research projects

Give students an opportunity to design their individual

research projects

Apply GIS and RS for designing implementations of large

P a g e | 38

38

scale early warning systems

Use participatory GIS (PGIS) at community level

Apply GIS/remote sensing in hazard, vulnerability

and risk assessment.

Application of remote sensing data and image processing

techniques to monitor hazardous events and assess damage

Understand the spatial data requirements in disaster risk

management Employ risk information in emergency

preparedness planning Visualize hazard and risk information


Analyse the dynamics of disaster risk

Characterize the nature of different hazards

Perform risk assessment & planning for DRR & Emergency

response

Mode of delivery Mixed (Parallel)





Statistics for DRM Drms2071 3(3+0) 3 0 3 7 5

GIS & Remote Sensing in DRM Drms3072 3(2+1) 2 1 3 5 6


Assessment

Drms4073 3(2+1) 2

1 3 7

6

Research Methods in DRM Drms3074 3(3+0) 3 0 3 7 5


Presentation

Drms3075 1(0+1) 0

0 0 5

3

Senior Research Proposal Drms3076 1(0+1) 0 0 0 5 3

Senior Research Report Drms4077 1(0+1) 0 0 0 6 3

Senior Research Presentation Drms4078 1(0+1) 0 0 0 3 3

P a g e | 39

39

19. Course Guidebooks



Department of Disaster Risk Management & Sustainable Development


Course Title Mathematics for Natural Sciences

Course Code Math1011

Credit Hrs./ ECTS Cr Hrs=3 L=3 T=2 P=0 H=5 CP=5

Semester I

Year I

Pre-requisites None

Target Group First Year DRMSD Students

Status of the course Common

Instructor‟s Name

and Address

2. Course Description:

The course intends to prepare natural science students with the basic concepts and materials from mathematics that necessitate a

good foundation to treat fundamental mathematical tools in science. This course rigorously discusses the basic concepts of logic and

set theory, the real and complex number systems, mathematical induction, least upper bound and greatest lower bound, functions

and types of functions, polynomial and rational functions, logarithmic and exponential functions, trigonometric functions,

hyperbolic functions and their graphs and analytic geometry.

3. Course Objectives After completion of the course, students will be able to:

apply propositional logic in reasoning,

use quantifiers in open propositions in mathematical logic

understand concepts of sets and set operations

understand the fundamental properties of real numbers

use mathematical induction in proofs

analyze least upper bound and greatest lower bound

understand the fundamental properties of complex numbers

express complex numbers in polar representation

explain different types of functions, their inverses and their graphs

evaluate zeros of polynomials

Understand basic properties of logarithmic, exponential, hyperbolic, and trigonometric functions

understand basic concept of analytic geometry

derive equations of conic sections

4. Syllabus Components

4.1. Course Contents, Methods & strategies, and learning outcomes

Tim

e

Content & sub-contents Methods and

strategies Students Task

Learning Outcomes:

At the end of this

chapter students will

be able to:

P a g e | 40

40

Wee

k 1

-3

Chapter One: Propositional Logic and

Set Theory

1.1. Definition and examples of proposition

1.1.1 Logical connectives

1.1.2 Compound (or complex) propositions

1.1.3 Tautology and contradiction

1.1.4 Open proposition and quantifiers

1.2 Set theory

1.2.1 The concept of a set

1.2.2 Description of sets

1.2.3 Set operations and Venn diagrams

Brainstorming

Gapped Lecture

Group discussion

Problem solving

method

Class work

Tutorials

Attend the lesson

and take short notes,

Asking and

answering questions,

Doing class works

and home works,

Participating in

group discussions.

Describe the

concepts of

mathematical

logic and set

theory,

Apply logic in

reasoning and

mathematical

proofs,

State properties

of sets and use

set operations,

Wee

k

4 -

7

Chapter Two: The Real and Complex

Number Systems

2.1 The real Number System

2.1.1 The natural numbers, Principle of

mathematical induction and the Well

ordering principle

2.1.2 The integers, rational numbers and

irrational numbers

2.1.3 Upper bound, lower bound, lub, glb,

completeness property of the set of

real numbers.

2.2 Complex number system

2.2.1 Definition of complex numbers and the

underlying operations

2.2.2 Polar representation of complex

numbers and the De-Mover‟s formula

2.2.3 Extraction of roots

Brainstorming

Gapped Lecture

Group discussion

Problem solving

method

Class work

Tutorials

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

and home works,

Participating in

group discussions.

Describe the

fundamental

properties of real

and complex

numbers,

Find least upper

bound and greatest

lower bound sets,

Use

mathematical

induction in

proofs,

Write polar

representation of

complex numbers,

Wee

k 8

-11

Chapter Three. Functions

3.1 Review of relations and functions

3.2 Real-valued functions and their properties

3.3 Types of functions (one-to-one, onto) and

inverse of a function

3.4 Polynomials, zero‟s of polynomials,

rational functions, and their graphs,

3.5 Definitions and basic properties of

logarithmic, exponential, hyperbolic,

trigonometric functions, and their graphs

Brainstorming

Gapped Lecture

Group discussion

Problem solving

method

Class work

Tutorials

Attend the lesson and

take short notes,

Asking and


Doing class works

and home works,

Participating in

group discussions.

Identify different

types of functions,

their inverses and

graphs,

Find zero‟s of

some

polynomials,

Use basic

properties of

logarithmic,

exponential,

hyperbolic, and

trigonometric

functions.

Find inverse of a

given function

P a g e | 41

41

Wee

k

12

- 1

6

Chapter Four: Analytic Geometry

4.1 The straight-line: Division of segments

and various forms of equation of a line.

4.2 Circles

4.2.1 Definition of circle and examples

4.2.2 Equation of a circle centre at the

origin and different from the origin.

4.2.3 Intersection of a circle and a line

4.3 Parabola

4.3.1 Definition of parabola and standard

form of equation of parabola.

4.3.2 Equation of parabola parallel to the x-

axis (the y-axis)

4.4 Ellipse

4.4.1 Definition of Ellipse and examples

4.4.2 Equation of ellipse centre at the origin

and different from the origin

4.5 Hyperbola

4.5.1 Equation of hyperbola of center at the

origin transverse axis to x-axis (the y-

axis)

Brainstorming

Gapped Lecture

Group discussion

Problem solving

method

Class work

Tutorials

Attend the lesson


Asking and


Doing class works

and home works,

Participating in

group discussions.

Identify various

forms of conic

sections‟

Derive the

Equations of

different conic

sections.

4.2. Assessment Strategies & Techniques and Course Policy

Assessment Continuous assessment (Tests, Quizes, Assignments 25 %)

Test…………………………………………………………………..............................10%

Group assignment ……………………………………………………………………..10%

Quiz……………………………………………………………………..........................5%

Mid………………………………………………………….… ……….........................25%

Final exam ……………………………………………………………………………..50%

Total………………………… ……………………..……………………………………....100%

Course policy

A student has to:

- attend at least 85% of the classes.

- take all continuous assessments and mid Exam.

- take final examination.

- respect all rules & regulations of the university.

4.3 Instructional Resources Module

Module for the course Mathematics for Natural Sciences

References

Haile, A. & Alemu, Y. (1983). Mathematics an Introductory course.AAU.

Abay, A. (1998). An Introduction to Analytic Geometry. AAU.

Approval Section

Name Signature Date

Chair Holder

Department Head

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42





Course Title Communicative English Skills I

Course Code FLEn1011

Credit Hrs./

ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 CP=5

Semester I

Year I

Pre-requisites None

Target Group First year DRMSD students

Instructor‟s name and Address:

Status of the course: Common


Communicative English Skills I is a course designed to enable students to communicate in English intelligibly

with acceptable accuracy, fluency and ability to use English appropriately in different contexts. The course

exposes students to English language learning activities designed to help students use English for their

academic and social needs. Students would be engaged in language learning development activities through

doing and reflection on action. This includes grammar and vocabulary as used in communicative events and

all skills and their sub-kills: speaking, listening, reading and writing. The language and skills are integrated

where one becomes a resource to the other. There are six units covering topics related to the life world of

students as well as of societal relevance.

3. Objective of the course

Upon completing this module, you will be able to:

express yourself in social and academic events in English;

use English with reasonable level of accuracy and fluency;

listen to talks related to social and academic events given in English;

read and understand academic and other texts written in English;

write in English as academically and socially appropriate; and

learn and develop your English on your own.



Tim

e



Learning

Outcomes:

At the end of this

chapter students

will be able to:

P a g e | 43

43

Wee

k 1

& 2

UNIT 1: Study Skills

1.1 Listening

1.2 Grammar focus: Modals and

infinitives for giving advice

1.3 Reading

1.4 Grammar focus: Present perfect

tense

1.5 Reflections

1.6 Self assessment

1.7 Summary

Listening

Note-taking

Brainstormin

g

Reading

Individual

work

Group

discussion

Reflections

Gapped

Lecture

Attend the

lesson

Listen and take

notes

Answer

questions

Read

Doing class

works and

home works,

Reflects

Develop

listening skills

Develop the

knowledge of

grammar

Use the present

perfect tense ;

modals

appropriately

and correctly

Develop reading

skills

Wee

k 3 -

6

Unit 2: Health and Fitness

2.1 Listening: Zinedine Zidane

2.2 Grammar focus: Conditionals

2.3 Reading: Health and fitness

2.4 Vocabulary: Guessing meaning

from context

2.5 Reflections

2.6 Self assessment

2.7 Summary

Listening

Note-taking

Brainstormin

g

Gapped

Lecture

Group

discussion

Class work

Tutorials

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group discussions

Reflects

Take lecture

notes by

listening to a

talk;

Give advice

using

appropriate

language;

Identify the

various

purposes for

reading;

Read and

make notes;

Guess

meanings of

words from

a context

Use the

present

perfect tense

appropriatel

y and

correctly

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44

Wee

ks

7 &

8

Unit 3: Cultural Values

3.1. Listening: Cultural tourism

3.2 Grammar focus: The present

simple, past simple, present

perfect and past

perfect in contrast

3.3 Strategies for improving English

grammar knowledge

3.4 Reading: The Awramba

community

3.5 Reflections

3.6 Self assessment

3.7 Summary

Listening

Note-taking

Brainstormin

g

Gapped

Lecture

Group

discussion

Class work

Tutorials

Reflections

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group discussions

Reflects

listen to a

lecture;

make notes

while

listening to a

lecture;

read an

article and

answer

comprehensi

on

questions;

work out

meanings of

new words

from

context;

use simple

present,

simple past,

present

perfect and

past perfect

tenses orally

and in

writing;

converse in

English

about

culture and

cultural

values; and

reflects.

P a g e | 45

45

Wee

k 9

-12

Unit 4: Wildlife 4.1 Listening: Human-wildlife

interaction

4.2 Reading: Africa‟s wild animals

4.3 Vocabulary: Denotative and

connotative meanings

4.4 Grammar focus: Conditionals

revised

4.5Reflections

Listening

Note-taking

Brainstormin

g

Reading

Individual

work

Group

discussion

Reflections

Gapped

Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group discussions

Reflects

interact

in

English

based on

backgrou

nd

knowled

ge;

listen to

a talk

and take

notes;

predict

the

content

of a

reading

text;

make

notes

while

reading;

explain

and use

the

denotativ

e and

connotati

ve

meaning

s of

words;

interact

in

English

using

written

notes

and

answers

to

exercises

; and

reflect

on your

learning

experien

ces.

P a g e | 46

46

Wee

k 13 -

16

Unit 5: Population

5.1 Listening: Population density

5.2 Reading: Population pyramid

5.3 Vocabulary: Collocation

5.4 Grammar focus: Voice

5.5 Reflections

Listening

Note-taking

Brainstormin

g

Reading

Individual

work

Group

discussion

Reflections

Gapped

Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

predict

the

content

of a

listening

text;

read and

summari

ze an

article;

interact

in

English

using

notes,;

construct

correct

active

and

passive

sentence

s;

reflect

on the

relevanc

e of the

tasks in

this unit;

and

self-

assess

the

progress

you have

made in

learning

English.


Assessment Test.……………………………………………………………………..….8%

Quiz……………………………………………………………………..….8%

Assignments…………………………………………… ….. ……….….....9%

Mid………………………………………………………….………….….25%.

Final Exam ……………………………………………………………….50%

Total………………………………………………..…………………….… 100%

Course policy A student has to:

P a g e | 47

47





4.3 Instructional Resources

Module

Module for the course Communicative English Skills I

References

Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary.

Cambridge University Press.

Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate

students of English (3rd

Ed.). Cambridge University Press.

Approval section

Name Signature Date

Chair Holder’s

Department Head’s




1. Course information

Course Title Geography of Ethiopia and the Horn

Course Code GeES 1011

Credit Hrs/ECTS

Cr Hrs = 3 L = 3 T = 0 P = 0 H = 7 CP = 5

Semester I

Year I

Pre-requisites None

Target group First year DRMSD students

Status of the Course Common course

Instructor’s Name and

Address

2. COURSE DESCRIPTION This course attempts to familiarize students with the basic geographic concepts particularly in relation to

P a g e | 48

48

Ethiopia and the Horn of Africa. It is also intended to provide students a sense of place and time

(geographic literacy) that are pivotal in producing knowledgeable and competent citizens that are able to

comprehend and analyze problems and contribute to their solutions. The course consists of four parts.

The first part provides a brief description on the location, shape and size of Ethiopia as well as basic

skills of reading maps. Part two introduces the physical background and natural resource endowment of

Ethiopia and the Horn which includes its geology and mineral resources, topography, climate, drainage

and water resources, soil, fauna and flora. The third part of the course focuses on the demographic

characteristics of the country and its implications on economic development. The fourth component of

the course offers treatment of the various economic activities of Ethiopia and the Horn which include

agriculture, manufacturing and service sectors. Moreover, Ethiopia in a globalizing world is treated in

the perspectives of the pros and cons of globalization on its natural resources, population and socio-

economic conditions.

3. COURSE OBJECTIVES

Upon completion of this course the students will be able to:

o Describe the location, shape and size of Ethiopia and the Horn

o Explain the implications of location, shape and size of Ethiopia and the Horn on the physical

environment, socioeconomic and political aspects.

o Elaborate the major geological events; the resultant landforms and mineral resources of Ethiopia and

the Horn.

o Identify the major drainage systems and water resources of Ethiopia and their implications for regional

development and integration.

o Develop an understanding of the climate of Ethiopia, its dynamics and implications on the livelihoods

of its inhabitants.

o Examine the spatio-temporal distribution and abundance of natural vegetation, wildlife and Soil

resources of Ethiopia.

o Discuss the demographic attributes and dynamics as well as the ethnic diversity of Ethiopia.

o Read maps as well as compute basic demographic and climatic rates

o Appreciate the biophysical and socio-cultural diversities in Ethiopia and the Horn

o Explicate the major types of economic activities in Ethiopia; discern their spatio-temporal distributions

and their contributions to the overall development of the country.

o Comprehend the effects of globalization on the socioeconomic development of Ethiopian and the Horn.

4. EXPECTED LEARNING OUTCOMES

o Acquire basic knowledge on the geographic attributes of Ethiopia and the Horn

o Develop a sense of appreciation and tolerance of cultural diversities and their interactions

o Acquire general understanding of physical geographic process, and human environment relationships

o Develop ethical aptitudes and dispositions necessary to live in harmony with the natural environment

o Develop an understanding of national population distributional patterns and dynamics

o Conceptualize the comparative advantages of economic regimes; and understand the impacts of

globalization

o Understand their country‟s overall geographic conditions and opportunities; and be proud of the natural

endowments and cultural wisdom that help them develop a sense of being an Ethiopian.


5.1. Course content, methods & strategies, and learning outcomes

P a g e | 49

49

Tim

e

Contents and sub-contents Methods and

strategies Student Task

Learning Outcomes:

At the end of this

chapter students will

be able to:

Wee

k 1

& 2

1. INTRODUCTION (5 hrs) 1.1. Geography: Definition, scope,

themes and approaches

1.2. Location, Shape and Size of

Ethiopia and the Horn

1.2.1. Location and its effects

1.2.2. The shape of Ethiopia and its

implication

1.2.3. The size of Ethiopia and its

implications

1.3.Basic Skills of Map Reading

Lecture

Group discussion

Class work (map

reading)

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.

Describe the concept of

location, size, shape…

of geographic features

in spatial context

To read and

differentiate Earth‟s

surface features from

maps

Acquire basic

knowledge on the

geographic attributes of

Ethiopia and the horn

Wee

k 2

, 3 &

4

2. The Geology of Ethiopia & the

horn (5 hrs)

2.1. Introduction

2.2. The geologic process: Endogenic

and Exogenic forces

2.3. The geological time scale and age

dating techniques

2.4. Geological processes and the

resulting landforms

2.4.1. The Precambrian Era geologic

processes and resultant features

2.4.2. The Paleozoic Era geologic


2.4.3. The Cenozoic Era geologic


2.5. Rock and Mineral resources of

Ethiopia

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.


geology, geological

time scale and dating,

the geologic processes

and their effects on the

surface on the Earth

(Landform

formations…)

Acquire general

understanding of

physical geographic

process, and human

environment

relationships

Acquire basic

knowledge on major

rock types and mineral

resources in Ethiopia

and the horn

P a g e | 50

50

Wee

k 4

& 5

3. The Topography of Ethiopia and

the horn (3 hrs)

3.1. Introduction

3.2. Physiographic divisions

3.2.1. The western highlands and

lowlands

3.2.2. The southern highlands and

lowlands

3.2.3. The rift valley

3.3. The impact of relief on biophysical

and socioeconomic conditions

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.


physiography and

physiographic divisions

Acquire general

understanding

topographic conditions

of Ethiopia

Acquire basic

knowledge on the

geographic location and

areal extent Ethiopian

highlands

Understand the effect of

topography on climate

and socioeconomic

conditions of the

settlers.

Wee

k 6

& 7

4. Drainage systems and water

resources of Ethiopia and the horn

(5 hrs)

4.1. Introduction

4.2. Major drainage systems of

Ethiopia

4.3. Water resources: Rivers, Lakes,

and subsurface water

4.4. General characteristics of

Ethiopian rivers

4.5. Water resources potentials and

development in Ethiopia

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.

Acquire basic

knowledge on water

resources of Ethiopia


drainage and drainage

systems

Characterize the major

river basins of Ethiopia

Wee

k 8

an

d 9

5. The climate of Ethiopia and the

horn (7 hrs)

5.1. Introduction

5.2. Element and controls of weather

and climate

5.3. Spatiotemporal patterns and

distribution of temperature and

rainfall in Ethiopia

5.4. Agro-ecological zones of Ethiopia

5.5. Climate and its implications on

biophysical and socioeconomic

aspects

5.6. Climate change/ global warming:

causes, consequences and response

mechanisms

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.

Describe the concept

climate and weather

Understand weather and

climatic conditions of

Ethiopia (climatic

zonation and zoning in

Ethiopia)


agroecology and agro-

ecological zonation‟s

Understand agro-

ecological zones of

Ethiopia

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51

Wee

k 1

0 &

11

6. Soils, Natural vegetation and

Wildlife resources of Ethiopia and

the horn (6 hrs)

6.1. Introduction

6.2. Ethiopian soils: types, degradation

and conservation

6.3. Types and distribution of natural

vegetation in Ethiopia

6.4. Natural vegetation: Uses,

degradation and conservation

strategies

6.5. Wildlife resources of Ethiopia:

Types, Importance, and

conservation strategies

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.


natural resources

Explain the major types

on natural resources of

Ethiopia

Understand the

geographic distribution

of major natural

resources of Ethiopia

Acquire knowledge on

natural resources

degradation and

conservation, and their

extent in Ethiopia

Wee

k 1

2 &

13

7. Population of Ethiopia and the

horn (8 hrs)

7.1. Introduction

7.2. Population data: uses and sources

7.3. Population dynamics: Fertility,

Mortality and migration

7.4. Population distribution and

composition

7.5. Sociocultural aspects of Ethiopian

population: Education, health and

languages

7.6. Settlement types and patterns

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.


population, population

dynamics, distributions

and sociocultural

aspects of Ethiopian

population

Acquire general

understanding of

physical geographic

process, and human

environment

relationships

Develop ethical

aptitudes and

dispositions necessary

to live in harmony with

the natural environment

Develop an

understanding of

national population

distributional patterns

and dynamics

P a g e | 52

52

Wee

k 1

4, 15 &

16

8. Economic activities in Ethiopia (9

hrs)

8.1. Introduction

8.2. Mining, fishing and forestry

8.3. Agriculture in Ethiopia

8.3.1. Contributions, potentials &

characteristics of agriculture in

Ethiopia

8.3.2. Agricultural systems in Ethiopia

8.3.3. Major problems of Ethiopian

agriculture

8.4. Manufacturing in Ethiopia

8.4.1. Manufacturing: essence and

contributions

8.4.2. Types, characteristics and

distributions of manufacturing

8.4.3. Industrial development in

Ethiopia: Challenges and

prospects

8.5. The service sector in Ethiopia

8.5.1. Transportation and

communication in Ethiopia:

types, roles and characteristics

8.5.2. Trade in Ethiopia: Types,

contributions and characteristics

8.5.3. Tourism in Ethiopia: Types,

major tourist attraction sites,

challenges and prospects

Lecture

Group discussion

Class work (map

reading)

Home work

Attend the lesson

and take short

note,

Asking and

answering

questions,

Participating in

group discussion

Doing class work

and homework.


socioeconomic

activities

Understand agricultural

systems of Ethiopia

Develop a sense of

appreciation and

tolerance of cultural

diversities and their

interactions

Conceptualize the

comparative advantages

of economic regimes;

and understand the

impacts of globalization

4.2. Assessment strategies and techniques and course policy

Assessment

Continuous assessment (tests (10%), Quizzes (5%), assessment (10%)) …,,,,,,,,,,…...,,, 25%

Mid …………………………………………………………,,,,,,,,……………………,,,, 25%

Final Exam …………………………………………………,,,,,,,,,,,…………………...,, 50%

Total ………………………………………………………..,,,,,,,,,…………………..,,,, 100%

Course policy

A student has to:

Attend at least 85% of the classes.

Take all continuous assessments and mid exam.

Take final examination.

Respect all rules and regulations of the university.

P a g e | 53

53

4.3. Instructional resources

Textbooks:

Addis Ababa University (2001). Introductory geography of Ethiopia, Teachers Text, Department of Geography

Awulachew S.B., et al (2007). Water resources and irrigation development in Ethiopia. Colombo, Srilanka:

IWMI (working paper 123)

Paolo Billi (2015). Landscape and Landforms of Ethiopia. Springer Dordrecht Heidelberg New York, London.

Module of Geography of Ethiopia and the Horn

Reference:

Abbate E., Bruni P., Sagri M. (2015) Geology of Ethiopia: a review and geomorphological perspectives.

Assefa M., Melese W., Shimelis G. (2014). Nile river Basin; Ecohydrological challenges, climate change and

hydropolitics. Springer International Publishing, Switzerland.

Engdawork Assefa (2015). Characterization and classification of major agricultural soils in CASCEP

intervention Wereda‟s in the central highlands of Oromia Region, Ethiopia, Addis Ababa University

Eyasu Elias (2016). Soils of the Ethiopian Highlands: Geomorphology and properties. CASCAPE Project,

ALTRA, Wageningen University and Research Center (Wageningen UR). The Netherlands. 385 pp

Laurence G., Jeremias M., Tilahun A., Kenneth M. (2012). Integrated Natural Resource Management in The

Highlands of Eastern Africa; From Concept to Practice. New York, Earthscan.

Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia: Natural Resources Management and

Regulatory Department, Addis Ababa

Robert, E.G, James, F.P & Michael T. (2007). Essentials of physical geography. Thomson Higher education,

Belmont, 8th edition.

Solomom T., Jean-Pierre M., Yves D., (2003). Geology and mineral potential of Ethiopia: a note on geology and

mineral map of Ethiopia. Elsever Ltd.

UNDP, FAO (1984) Ethiopia Forest Resources and Potential for Development; An assistance to land use

planning.

Approval Section

Name Signature Date

Chair holder

Department Head

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54





Course Title General Physics

Course Code Phys1011

Credit Hrs./ ECTS Cr

Hrs=3 L=2 T=1 P=0 H=7 Cp=5

Contact Hrs. Two lecture hours + 1 Tutorial

Semester I

Year I

Pre-requisites None



Instructor‟s Name and Address


This algebra based course provides science students the basic concepts of physics. It also equips them with the vocabulary,

description and quantification of the mechanism of how the natural world around us behaves. It is also designed on the assumption

that, it covers most topics for much diversified fields of science application, as students inevitably go in different direction. At the

same time it puts on focus the field of physics as a central and binding of all sciences. It is hoped to provide students with working

knowledge of some the problems they face in of their everyday life. It is also imparts pleasant experience to students knowing that,

phenomenon as complex as the movement of satellites, planets, stars and galaxies are governed with just a very simple law of

gravitation.

The course is organized into 7 chapters. The chapters on mechanics introduce the principles and laws governing the motion of objects

and the interaction between them as well as conservation laws. The chapter on heat and temperature discusses the interaction between

systems through energy transfer and describes some basic thermal properties of such systems. The chapters on oscillations, waves and

optics provide basic concepts of periodic motions, how waves transfer energy from one place to the other, and use the concepts of

P a g e | 55

55

light rays to explain image formation by mirrors and lenses. Electromagnetism and electronics introduces the basic electric and

magnetic phenomena using the concept of field and treats elementary concepts of semiconductors. Cross-cutting applications of

physics explain the roles of physics in Agriculture, Industries, Medicine, Archeology, Power Generation, Earth and Space Sciences.


Develop knowledge and skills in basic measurement and uncertainty.

Understand the basic concepts of physics and the relations between them (Laws).

Describe and explain natural phenomena using the basic concepts and laws.

Apply the basic concepts and laws to practical situations.

Develop the algebraic skills needed to solve theoretical and practical problems.

Appreciate the applicability of physics to a wide range of disciplines.

P a g e | 56

56

4. Course Syllabus

Week

Content

Methods and

teaching

strategies

Students Task

Learning outcomes

1 1. Physical quantities and basics of Measurement

1.1. Basics of Measurement

1.1.1 Fundamental units

1.1.2 Derived Units

1.1.3 Uncertainties and significant figures

1.1.4 Adding and multiplying measured quantities

1.2. Physical Quantities

1.2.1 Scalars and Vectors

1.2.1. Representation of a vector

1.2.2. Unit vector

1.2.3. Addition of vectors

Algebraic method

Geometrical method

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes

Active participation

Apply the rules of significant

figures.

Describe fundamental and

derived units

Define vector and scalars

Apply the rules of vectors to

physical problems

2-5

2. Kinematics and particle dynamics

2.1. Kinematics

2.1.1 Displacement, velocity and acceleration in

P a g e | 57

57

1D and 2D

2.1.2 Motion with constant acceleration

2.1.3 Projectile motion with Free Fall

2.2. Dynamics

2.2.1 The concept of forces as a measure of

interaction

2.2.2 Types of forces

2.2.3 Newton's laws of motion and their

application

2.2.4 Circular motion

2.2.5 Newton's law of universal gravitation and

Examples

2.2.6 Kepler's laws, satellite motion and

weightlessness

2.3. Work, energy and momentum

2.3.1 Work and energy

2.3.2 Linear momentum

2.3.3 Conservation of energy and linear

momentum

2.3.4 Power

2.3.5 The concept of center of mass

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes


Describe displacement

velocity and acceleraton

Differentiate one

dimensional motion and two.

Apply the laws to everday

experience.

Differentiate between force

work and power.


center of mass.

P a g e | 58

58

6-7 3. Properties of bulk matter and fluid mechanics

3.1. Properties of bulk matter

3.1.1. Density, specific gravity

3.1.2. Modulus of elasticity

3.1.3. Young’s modulus

3.1.4. Shear modulus

3.1.5. Bulk modulus

3.2. Fluid mechanics

3.2.1. Variation of pressure with depth

3.2.2. Pressure measurements

3.2.3. Archimedes’s principle

3.3. Fluid dynamics

3.3.1. Bernoulli’s equation

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes


Describe the concept of mass

density and specific gravity.

Differentiate between

hydrostatics and

hydrodynamics.

Differentiate among the

modulus.

Describe Archimedes

principle

Apply the concept of

hydrostatic to everyday

experience.

Apply the concept of

hydrodynamics to everyday

experience.

8

Mid exam

P a g e | 59

59

9-10

4. Heat and thermodynamics

4.1. Temperature and the zeroth law of thermodynamics

4.2. Thermal expansion of solids

4.3. Heat and the first Law of Thermodynamics

4.3.1. Heat capacity and specific heat

4.3.2. Change of phase and latent heat

4.3.3. First law of thermodynamics

4.3.4. Mechanisms of thermal energy transfer

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes


Define zeroth law of

thermodynamics.

Define first law of

thermodynamics.

Describe the latent heat of

fusion and vaporization

11-12

5. Oscillations, waves and geometrical Optics

5.1. Simple Harmonic Motion (SHM)

5.1.2. Definition of oscillations and SHM

5.1.1. Physical systems executing SHM Having one

degree of freedom (simple pendulum, mass-

spring)

5.1.2. Basic Characteristics of SHM

5.1.3. Equation of SHM V

5.1.4. Energy in SHM

5.1.5. Driven Oscillations and resonance

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes


Define oscillation

Define SHM

Describe the properties of

waves.

Differentiate between waves

and oscillations

Apply the equation of SHM

to everyday experience.

Differentiate the different

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60

5.2. Wave Characteristics

5.2.1. Wave Formation and propagation

5.2.2. Transverse and longitudinal waves

5.2.3. The Doppler effect

5.3. Image formation

5.3.1. Image formation by flat mirrors

5.3.2. Image formation by Spherical Mirrors

5.3.3. Image formation by thin lenses

types of waves.

Differentiate the different

propagation of waves.

Describe the difference

between mirrors and lenses

Describe different types of

image formation.

13-14

6. Electromagnetism and electronics

6.1. Electric field

6.1.1. Properties of electric charges

6.1.2. Coulombs law

6.1.3. Electric field due to point charge

6.2. Electric Potential

6.2.1. Electric potential energy and potential

difference

6.2.2. Relations between potential and electric field

6.3. Direct Current Circuits

6.3.1. Electric current

Lecture

Oral questions

Group

discussion

Attend the lesson

Take notes


Define electric charges

Define electric field

Define magnetic field

Differentiate between fields

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61

6.3.2. Resistance and Ohms law

6.3.3. Equivalent resistance and Kirchhoff’s rules

6.3.4. Electrical power

6.4. Magnetic field

6.4.1. Source of magnetic field.

6.4.2. Properties of magnetic field

6.5. Electromagnetic Induction

6.5.1. Magnetic flux

6.5.2. Faraday's Law of induction

6.6. Semiconductor diodes and transistors

6.6.1. Classification of materials based on

electrical conductivity

6.6.2. Definition and properties of diodes

6.6.3. Diodes characteristics curve

6.6.4. Definition and properties of Transistors

6.6.5. Types of Transistors and their circuit

Symbols

and potentials.

Apply the field and potential

formulas to everyday

experience.

Apply the laws of electrical

circuits to everyday

experience.

Differentiate between

magnetic and electric field

Apply the laws induction.

Describe the character of

diods

Describe transitors

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62

15

7. Application of physics

7.1. Application in Agriculture.

7.1.1. Energy balance concept, energy in soils,

moisture Content, Soil densities, Soil moisture

characteristics.

7.2. Physics and industries.

7.2.1. Principle of motor and generator

7.3. Physics in health sciences and medical imaging.

7.3.1. Radiation and its biological effect, x-ray,

MRI, Ultrasound

7.4. Physics and Archaeology.

7.4.1. Radioactive dating

7.5. Application in earth and space sciences.

7.5.1. Geothermal energy, seismology, radio and

TV communications

7.6. Application in power generation.

7.6.1. Solar and wind energy, nuclear power plants,

hydroelectric power

Lecture/video

Group

discussion

Attend the lesson

Take notes

Describe applications of

physics to:

Electrical energy

Energy balance and

environment

Medical industry

Seismic exploration and

geothermal energy.

Archeology and radioactive

dating

16

Final exam

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63

5. Assessment

Assessment Continues assessment (Tests, Quizzes, Assignments, ….) ….. ………..25% Home take test………………………………………10%

Group assignment ……… ………………………10%

Quiz………………………… ……………………...5%

Mid………………………………………………………….………….25%.

Final Exam …………………………………………………………….50% Total………………………………………………..……………………100%

Course policy

A student has to:





6. Resources

Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning, Boston, USA

University Physics with Modern Physics by Young, freedman and Lewis Ford

Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli

Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker

College Physics by Hugh D. Young Sears Zemansky, 9th edition

Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).

Approval Section

Name Signature Date

Chair Holder’s Name

Department Head’s Name

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Course Title General Psychology

Course Code Psyc1011

Credit Hrs./ ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 CP = 5

Semester II

Year I

Pre-requisites None



Instructor‟s Name and

Address

2. Course Description: This course introduces students with an overview of concept of psychology and

life skills. More specifically, topics will be covered historical foundations of psychology, Goals of

psychology, research methods in psychology , Sensation and Perception ,Memory and Forgetting,

motivation and emotion, personality, psychological disorders and psychotherapy Besides, it also

introduce students to the core set of life skills, which are important in realizing holistic development of

students that is sense of well-being, confidence and academic performance so that they can lead happy,

healthy, successful, and productive life.

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66

4. COURSE CONTENTS

Week Contents Methods and

teaching

strategies

Students Task Learning outcomes

Week 1

Chapter One: Essence of

Psychology

Gape lecture

Buss group

discussion

Independent

learning

Attend the

lesson

Take notes

Active

participatio

n

Define meanings of the

term psychology

Point out the goals of

psychology

discuss historical and

theoretical perspectives

of psychology

Evaluate the role of

psychology in real life

situations of human

beings

1.1. Definition of Basic

Concepts

1.2. Goals of Psychology

1.3. Historical Background of

Psychology

1.4. Theoretical Perspectives in

Psychology

1.5. Branches of Psychology

1.6. Research Methods in

Psychology

Week 2 &

3 Chapter Two: Sensation and

perception

Gape lecture Listen and Define meanings of

3. Objectives of the course

After completion of this course students will be able to:

Define the concept of psychology

Compare and contrast the major perspectives in Psychology

Explain the various research methods in Psychology

Discuss Concept of sensation and perception

Explain the process of learning a new behavior from different theoretical basis

Describe motivational and emotional processes

Discuss personality theories

Describe the characteristics of major psychological disorders

Demonstrate social and interpersonal skills in everyday life.

Apply knowledge of psychology to one‟s own life & to develop life skills.

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67

2.1 .The meanings of sensation

and perception2.2. The sensory

laws: Sensory thresholds and

sensory adaption.

2.3.Perception

2.3.1.Selectivity of perception:

Attention

2.3.2.From perception

2.3.3.Depth perception

2.3.4.PerceptualConstancies

2.3.5.Perceptual Illusion

Group discussion

Independent

learning

Question

and answering

take notes

Answer

questions

Doing home

works,

Reading

assignments

sensation and perception

Discuss

From perception

Depth perception

Perceptual Constancies

Perceptual Illusion

Week 4 &

5 Chapter Three: Learning and

its theories

Gape lecture

Group discussion

Independent

learning

Role play

Attend the

lesson

Take notes

Answer

questions

Ask

questions

Doing

homeworks/

assignments

Define concept of

learning

Identify factors that

affect learning

Discuss theories of

learning

Evaluate implications of

learning theories

3.1 Definition and

characteristics of Learning

3.2 Factors Influencing Learning

3.3 Theories of Learning

3.3.1. Behavioral Theory of

Learning

3.3.2. Social Learning Theory

3.3.3. Cognitive Learning

Theory

Week 6 Chapter Four: Memory and

Forgetting

Gape lecture

Group discussion

Independent

learning

Question

and answering

Attend the lesson

Take notes

Answer questions

Ask

questions

Define memory and

forgetting

Describe the stages of

memory

State factors affect

memory

Explain ways of

improving memory

4.1.. Meaning of Memory

4.1.1. Stages of Memory

4.1.2. Factors Affecting

Memory

4.2. Forgetting

4.2.1. Meaning and Concepts of

Forgetting

4.2.2.Theories of Forgetting

4.3. Improving Memory Week 7 &

8 Chapter Five: Motivation and

Emotion

Gape lecture Attend the lesson

Define concept of

motivation

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68

5.1. Motivation

5.1.1. Definition and Types of

Motivation

5.1.2. Theories of Motivation

and their Applications

5.1.3. Conflict of Motives and

Frustration

5.2. Emotion

5.2.1. Definition of Emotion

5.2.2. Components of Emotion

5.2.3. Theories of Emotion

Group discussion

Independent

learning

Role play

Question

and answering

Take notes

Answer

questions

Ask

questions

Doing home

works

Explain types of

motivation

Elucidate conflict of

motives

Define emotion

Elaborate frustration

Discuss theories of

motivation and emotion

Week 9 Chapter Six :Personality

Development

6.1 Meaning of Personality 6.1 meanings of personality

6.2 Theories of Personality

6.2.1 The psychoanalytic theory

of personality

6.2.2 The trait theory of

personality

6.2.3 Humanistic theory of

Personality

Gape lecture

Group discussion

Independent

learning

Attend the

lesson

Take notes

Define concept of

personality

Explain theories of

personalityExplain

conflict of motives

Define emotion

Elaborate frustration

Discuss theories of

motivation and emotion Week 10 Chapter Seven: Psychological

Disorders and Treatment

Techniques

Gape lecture

Group discussion

Independent

learning

Attend the lesson

Take notes

Answer

questions

Explain nature of

Psychological Disorders

Elucidate causes of

Psychological Disorders

Discuss treatment

techniques

7.1. Nature of Psychological

Disorders

7.2. Causes of Psychological

Disorders

7.3. Types of Psychological

Disorders

7.4. Treatment Techniques

Week 10 Chapter Eight: Introduction to

Life Skills

Gape lecture

Group discussion

Independent

learning

Attend the

lesson

Take notes

Answer

questions

define the term life skill

explain goals of life skill

State components of life

skill

8.1. Nature and Definition of

Life skills

8.2. Goals of Life Skills

8.3. Components of Life Skills

Week 11-Chapter Nine: Intra-personal

and Personal Skills

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69

12 9.1. Self-Concept and Self-

Awareness

9.2. Self-Esteem and Self-

Confidence

9.3. Self-Control

9.4. Resilience and Coping with

Stress

9.5. Anger Management

9.6. Problem Solving and

Decision Making

Gape lecture

Group discussion

Independent

learning

Attend the

lesson

Take notes

Answer

questions

Define self-concept, and

related terms

Explain stress coping

mechanisms

Describe features of

emotional intelligence

Week 13 Chapter Ten: Academic Skills Brainstorming,

gapped Lecture,

Buzz Group

discussion

method

Active

Listening

Asking

Questions

Note-taking

Answering

Describe features of time

management

Identify note-taking and

study skills

Explain test anxiety

coping mechanisms

10.1. Time Management

10.2. Note-taking and Study

Skills

10.3. Test-Taking Skill

10.4. Test Anxiety and

Overcoming Test Anxiety

10.5. Goal Setting

Week 14

& 15

Chapter Eleven: Social Skills

11.1. Understanding

Intercultural Diversity and

Diversity Management

11.2. Gender and Social

Inclusion

11.3. Interpersonal

Communication Skills

11.4. Social Influences and Peer

Pressure

11.5. Assertiveness

11.6. Conflict and Conflict

Resolution

11.7. Team Work

11.8 Overcoming Risky

Behavior

Gape lecture

Group discussion

Independent

learning

Active

Listening

Asking

Questions

taking

Notes

Define the term social

skills

Explain reasons of social

inclusions and exclusions

Explain techniques of

overcoming risky

behavior

Week 16 is Reserved For Final Examination

5 Assessment Strategies & Techniques and Course Policy

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70

Asses

smen

t

Continues assessment (Test, Quiz, and Group assignment 25%)

Test………………………………………………………………….......10%

Group assignment ………………………………………………………10%

Quiz……………………………………………………………………...5%

Mid………………………………………………………….… ………...25%.

Final exam ……………………………………………………………….50%

Total………………………………………………..………………………....100

Cours

e

policy

A student has to:

- Attend at least 85% of the classes.

- Take all continuous assessments and mid Exam.

- Take final examination.

- Respect all rules & regulations of the university.

6. Instructional resources

General Psychology Module

References

Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learningfor health professionals.

London, UK: Chapman and Hall.

Coon, D. &Mitterer, J.O. (2008).Introduction to psychology: Gateways to mind and behavior (12thed).

New York, NY: McGraw Hill.

Feldman, R.S. (2018). Essentials of understanding psychology (13thed). New York, NY: McGraw Hill. Gray, P.

&Bjorklund,

D.F. (2017).Psychology (7thed). New York, NY: Worth Publishers.

Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and personal success

London, UK: Thorogood Ltd.

Hays, J. (2002).Interpersonal skills at work (2nded). New York, NY: Routledge

Kalat, J.W. (2013). Introduction to psychology (13thed). New York, NY: McGraw Hill.

Lahey, B.B. (2008). Psychology: An introduction (10thed). New York, NY: McGrawHill.

Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017).Psychology: From Inquiry to

Understanding (3rded). Upper Saddle River, NJ: Pearson Education.

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71

Meyers, D.G. &DeWall, C.N. (2016). Exploring psychology in modules (10thed). New York, NY:

Worth publishers.

Pavord, E. &Donnely, E. (2015). Communication and interpersonal skills (2nded). Banbury, UK:

Lantern publishing

Weiten, W. (2014).Psychology: Themes and variations (briefer version, 9thed). Belmont, CA:

Wadsworth Publishing

Approval Section

Name Signature Date







Course Title Physical Fitness

Course Code SpSc 1011

Credit Hrs./

ECTS P/F L=1

T

=

1

P =1 H = ? CP = P/F

Semester I

Year I

Pre-requisites None

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72


Instructor’s name

and address

Status of the

course Common


This course serve as an introduction to the theory and practice of a variety of exercise designed to improve the

health and conduct of students. This including cardiovascular, flexibility, muscular strength endurance and

body compositions. The course primary focus on the role that physical exercise plays in the promotion of health

and wellness. Stages of changing behavior, Principles of fitness training, and other precondition are also

included in the course. In addition, test and measurement of each health related fitness components are also

included. Altimetry, student will develop physical, social and psychological and as well as skill development.



Describe basic concepts of physical fitness

List at least four health related physical fitness components.

Identify the behaviors that promote wellness of individuals.

Describe the principles followed by fitness trainer/trainees while participating in fitness program.

Adjust their characters and interest with others while engaged in exercise.

Appreciate the way of testing each health related fitness level of individual

Recognized the response of the body to various types of exercise

Engaged in conditioning programs which may help to develop health relate fitness.

Demonstrate exercises that used to develop each heath related fitness components

Develop health related fitness at an optimum level



Tim

e

Content & sub-contents Teaching strategies Learning strategies

Learning objectives:

At the end of

this chapter

students will

be able to:

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73

Wee

k 1

& 2

UNIT 1: Basic concepts of

Physical fitness

1.1 Physical fitness

1.1.1. Definition

1.1.2. Factors affecting fitness

1.1.3. components of fitness

1.1.4. Means to develop fitness.

- Physical exercise,

- activity

- games and

sport

Brainstorming

Class activity

Pair discussion

Reflections

Gapped Lecture

Listen and take

notes

Doing class activity

individually

Compare and

contrast their work

Reflects

Define physical

fitness

List at least four

factors that affect

physical fitness

level of

individuals.

Describe the

components of

physical fitness

Differentiate

physical

exercise from

physical fitness

Wee

k

3

Unit 2: Benefits of physical exercise

2.1 Why Physical exercise and Wellness?

2.2 Behaviors that contribute for

Wellness

2.3 Physical exercise and hypokinetic

disease (coronary heart disease, blood

pressure, diabetes, and lower back

pain), Cardiovascular disease and

others disease (Cancer and Sexually

Transmitted Infections….)

Questioning and

answering

Class activity

Pair discussion

Group discussion

Reflections

Gapped Lecture

Asking and

answering questions

take short notes,

Doing class works

Participating in pair

and group

discussions.

Reflects

Listen and take

notes

Describe wellness and

its dimensions

Describe the

behaviors that

promote wellness of

individuals

Identify at least three

Hypokinetic disease

Chapter 3 : Nutrients and principles of

physical training

3.1. macro and micronutrients

3.2. diet before, during and after exercise

3.3. Principles of Fitness training

-Brainstorming

--Gapped Lecture

- Questioning and

answering

- Class activity

- Pair/ Group

discussion

- Reflections

-Listen and take

short notes,

-Asking and

answering

-Doing class activity

-participating in

group discussions.

-Reflects

Identify the type of

food taken before,

during and after

exercise

- Describe the

principles of fitness

training

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74

Wee

ks

4 &

5

Unit 4: Health related physical fitness

program

3.1. major parts of physical fitness

Training prescriptions

- Objectives and FITT (F-frequency,

I- intensity-Time and T-type of exercise )

3.2. Types of exercise to develop each

health related fitness components

3.3. health related fitness tests

3.3.1. preconditions for tests

3.3.2. Some health related fitness tests

- sit and reach test (flexibility) -

2 min step test (cardiorespiratory ) - 1

min Push-up test (strength endurance )

-Brainstorming

--Gapped Lecture

- Questioning and

answering

- Demonstration

- Class activity

- Pair/ Group

discussion

- Reflections

Attend the lesson

-Listen and take

short notes,

-Asking and

answering questions

-Doing class activity

-participating in

group discussions.

-Reflects

-

- Explain the parts of

fitness training

prescriptions

- Identify at least

three exercises that

used to develop each

heath related fitness

components.

- Relate their fitness

level with their

health, wellness,

behavior, age, sex. .

and other conditions

P

ract

ical

sess

ion

Wee

k 6

-16

Unit 5: Fitness development

4.1. preconditions for fitness training

4.2. Workouts for better

Cardiorespiratory development

4.3. Exercise for better Flexibility

performance 4.4. Workout for muscular strength

and endurance.

- Explanation

- Organize

-Demonstration

- Feedback

- Motivation

- Observe

- Imitate

- try to perform as

the teacher

demonstrate

-Take feedback

- Demonstrate

exercises that used to

develop each heath

related fitness

components

- Develop their health

related fitness at

optimum level.


Assess

ment

- Quizzes (5 %), Group assignment (theoretical/presentation = 10%) and Group assignment (practice

demonstration = 10%)

-Mid exam (written)……………………………………….………….………….25%.

- practical exams (Continues assessment) ………………………………………50%

Flexibility: =15 marks

sit and reach test negative 0 – 10 cm + 11cm +15 cm

male < 8 marks 8-14 marks 15 marks -

female < 5 marks 5-10 marks - 15 marks

Cardio respiratory: = (15%),

2 min step test < 10 marks 10-12 marks 13-15

marks

15marks

Male <100 100-119 120- 130 >130 rep.

Female <90 90- 109 110- 120 >120 rep.

Muscular strength endurance = (15%),

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75

1 min Push-up test < 10 marks 10-12 marks 13-15

marks

15marks

Male < 20 20-29 30- 39 >40 rep.

Female < 20 20- 29 30- 39 >30rep.

Good Conduct (5%)

NOTE: criteria and conditions for practical exam are based on international norms and the fitness

level of some undergraduate students.

Course policy

A student has to:


- Take all assignments, presentations, demonstrations, mid Exam and continuous assessments.



Text book

Scott F., Lisa J., Jonathan H., Althea M., David M., (2018) Concepts of Fitness and Wellness, University

System of Georgia, Galileo Open Learning Materials, 2nd Edition

Reference

Charles B.Corbin, Gregory J. Weik, William R. Corbin and Karen A. welk (2006)

Concepts of Fitness and Wellness, a compressive lifestyle approach, 6th Edition

Tesfayie Dessalegn (2004)Module for the course health and fitness, bahir dar university sport academy

Approval Section

Name Signature Date



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76



Department of Disaster Risk Management and Sustainable Development


Course Title Critical Thinking

Course Code LoCT 1011


Semester I

Year I

Pre-requisites None

Target Group All First Year Undergraduate Students

Status of the Course Common Course

Instructor’s Name &Address


Logic and Critical Thinking is an inquiry that takes arguments as its basic objects of investigation. Logic is concerned with the study of arguments,

and it seeks to establish the conditions under which an argument may be considered acceptable or good. Critical thinking is an exercise, a habit, a

manner of perception and reasoning that has principles of logic as its fulcrum, and dynamically involves various reasoning skills that ought to be

human approach to issues and events of life. To think critically is to examine ideas, evaluate them against what you already know and make

decisions about their merit. The aim of logic and critical thinking course is to maintaining an ‘objective’ position. When you think critically, you

weigh up all sides of an argument and evaluate its validity, strengths and weaknesses. Thus, critical thinking skills entail actively seeking all sides of

an argument evaluating the soundness of the claims asserted and the evidence used to support the claims. This course attempts to introduce the

fundamental concepts of logic and methods of logical reasoning. The primary aim of this course is to teach students essential skills of analyzing,

evaluating, and constructing arguments, and to sharpen their ability to execute the skills in thinking and writing.


At the end of the course, students should be able to:

Understand the relationship of logic and philosophy,

Recognize the core areas of philosophy,

Appreciate the necessity learning logic and philosophy,

Understand basic logical concepts, arguments,

Understand deductions, inductiveness, validity, strength, soundness, and cogency,

Develop the skill to construct sound argument and evaluate arguments;

Cultivate the habits of critical thinking and develop sensitivity to clear and accurate usage of language;

Differentiate cognitive meanings from emotive meanings of words,

Differentiate standard forms of categorical propositions from other types of sentences used in any language,

Apply symbols to denote standard forms of categorical propositions to form further logical assertions among them.

Develop logical and open-mind that weighs ideas and people rationally;

Develop confidence when arguing with others,

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Demonstrate logical argumentative ability,

1

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78

Develop logical reasoning skill in their day to day life, and

Appreciate logical reasoning, disproving mob-mentality and avoid social prejudice.

Understand the basic concepts and principles of critical thinking.

Understand the criterion of good argument.

Identify the factors that affect critical thinking.

Apply critical thinking principles to real life situation.



Tim

e

Wee

k 1

& 2

Wee

k

3 &

4

Wee

k

5-7

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79

Learning Outcomes:

Content & sub-contents

Methods and

Students Task

At the end of this

strategies chapter students will be

able to:

Chapter I: Introducing Philosophy Brainstorming

Attend the lesson and Understand the

1.1. Introduction.

Gaped Lecture, take short notes, meaning and nature of

Group Asking and answering philosophy,

1.2. Meaning and Definition of philosophy

Discussion,

questions,

Recognize the core 1.3. Core Branches of Philosophy.

Pair Discussion,

Doing class works

1.4. Importance of Learning Logic and

areas of philosophy,

Peer-Learning

Participating in group

Appreciate the Philosophy

Self-Reading.

discussions.

necessity learning logic

Debate

and philosophy,

Chapter II: Basic Concepts of Critical

Brainstorming

Attend the lesson and

Define what critical

Thinking Gaped Lecture, take short notes, thinking is,

2.1. Introduction Group Asking and answering Describe principles

2.2. Meaning and Definition of Critical Thinking.

Discussion, questions, of critical thinking,

2.3. Principles of Critical Thinking. Pair Discussion,

Doing class works

Identify factors that

2.4. Criterion/Standard of Argument Good

Peer-Learning

Participating in group affect critical

Argument.

Self-Reading.

discussions.

thinking.

2.5. Factors Affecting Critical Thinking

Debate

Appreciate the

2.6. Relevance of Critical Thinking.

relevance of learning

critical thinking in

real life

Chapter III: Basic Concepts of Logic Brainstorming

Attend the lesson and Describe the basic

3.1 Introduction Gaped Lecture, take short notes, concepts in logic,

3.2 Basic Concepts of Logic Group Asking and answering Differentiate

3.3 Techniques of recognizing arguments. Discussion, questions, argument from non

3.4 Types of Arguments Pair Discussion,

Doing class works

argument,

3.4.1 Deductive Arguments

Peer-Learning


Describe deductive

3.4.2 Inductive Arguments

Self-Reading.

discussions

and inductive

3.5 Evaluation of Arguments

Debate

arguments

3.5.1 Evaluating Deductive Argument

Be able to critically Evaluating Inductive Arguments

evaluate arguments,

Formulate their own

good arguments

2

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80

Chapter IV: Logic and Language Brainstorming Attend the lesson and Understand the

4.1 Introduction Gaped Lecture, take short notes, relationship between

4.2 Logic and Meaning Group Asking and answering logic and language

4.2.1 Cognitive and Emotive meaning of

Discussion, questions, Describe emotive

Words Pair Discussion, Doing class works and cognitive

4.2.2 Intensional and Extensional Meaning Peer-Learning Participating in group functions of language

9

of Terms

Self-Reading.

discussions.

Describe intensional

&

Debate

4.3

Logic and Definition

and extensional 8

Wee

ks

4.3.1Types and Purposes of Definition

meaning,

4.3.2 Techniques of Definition

Describe types of of

4.3.2.1 Extensional techniques of Definitions

definitions and their

4.3.2.2 Intensional Techniques of Definitions

respective purpose,

4.4 Criteria for Lexical Definitions

Explain methods of

producing intensional

and extensional

definitions.

Chapter V: Informal Fallacies Brainstorming Define what fallacy

5.1. Introduction Gaped Lecture,

Attend the lesson and is

13

5.2. Types of Fallacies: Formal and Informal Group take short notes, Explain formal and

5.3. Categories of Informal Fallacies Discussion, Asking and answering informal fallacies

10 –

5.3.1. Fallacies of Relevance Pair Discussion,

questions,

Describe varieties

5.3.2. Fallacies of Weak Induction Peer-Learning

Wee

ks

Doing class works

of informal fallacies

5.3.3. Fallacies of Presumption Self-Reading.


Be conscious not to

5.3.4. Fallacies of Ambiguity Debate

discussions.

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81

5.3.5. Fallacies of Grammatical Analogy

commit these

fallacies in their life.

Chapter VI : Categorical Propositions Attend the lesson and Define what

6.1. Introduction Brainstorming take short notes, categorical

6.2. Categorical Propositions Gaped Lecture, Asking and answering proposition is,

6.2.1. The Components of Categorical Group questions, Explain standards

Propositions

Discussion, Doing class works and attributes of

6.2.2. Attributes of Categorical Propositions: Pair Discussion,


categorical

Quality, Quantity, and Distribution Peer-Learning

—16

discussions.

proposition,

6.2.3. Representing Categorical Propositions Self-Reading.

Describe traditional

6.2.3.1. Venn Diagrams Debate

14

and modern square

6.2.3.2. Boolean and Aristotelian Square of

Wee

ks

of opposition

Oppositions

Understand 6.2.3.3. Evaluating Immediate Inferences:

Venn Diagrams and Square of immediate

Oppositions inferences based on

6.2.3.4. Logical Operations: Conversion, rules of conversion,

Obversion, and Contraposition obversion, and

contraposition


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82

3

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83

Assessment Test……………………………………………………………………10%

Group (Individual) Assignment………………………… ….. …………10%

Quiz/Presentation ………………………………………………………5%

Mid………………………………………………………….………… 25%.

Final Exam ………………………………………………… ………….50%

Total……………………………………………………………………...100%

Course policy A student has to:


Take all continuous assessments and mid Exam.


Respect all rules & regulations of the university.


Textbooks

Hurley, Patrick. (2014) A Concise Introduction to Logic, 12th Edition, Wadsworth, Cengage Learning.

Hurley, Patrick. (2012) A Concise Introduction to Logic, 11th Edition, Wadsworth, Cengage Learning.

Reference Books

Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New York: Macmillan Publishing Company.

Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free argument. Wadsworth Cengage learning, USA.

Fogelin, Robert. (1987) Understanding Arguments: An Introduction to Informal Logic, New York: Harcourt Brace Jvanovich Publisher.

Guttenplan, Samuel: (1991) the Language of Logic. Oxford: Blackwell Publishers

Stephen, C. (200) the Power of Logic. London and Toronto: Mayfield Publishing Company.

Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wadsworth Publishing Company.

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84

Walelign, Emiru, (2009) Freshman Logic, Addis Ababa.

Approval Section

Name Signature Date

Assigned Instructor

Chair Holder

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85



Program Disaster Risk Management & Sustainable Development

Courses code EMTE1012

Courses Title Introduction to Emerging Technology

Degree Program BSc. Disaster Risk Management & Sustainable Development

Module name Common Courses

Module number M01

Course Chair

Instructor/Tutor

ECTS credit (CP) 3

Contact hours per week Lectures Tutorials &

seminars

Laboratory &

workshop

Home

Study

Total

3 - - 5 8

Lecture days, hours & room

Tutorial /lab days & hour

Target group 1st

Year DRMSD Students.

Year /semester Year 1 Semester II

Pre-requisites None


Course Description

This course will enable students to explore current breakthrough technologies in the areas of

Artificial Intelligence, Internet of Things and Augmented Reality that have emerged over the

past few years. Besides helping learners become literate in emerging technologies, the course

will prepare them to use technology in their respective professional preparations.

Objective of the course

Up on the completion of this course students will be able to:

Identify different emerging technologies

Differentiate different emerging technologies

Select appropriate technology and tools for a given task

Identify necessary inputs for application of emerging technologies

Syllabus Components

1.1. Course Contents, Methods & strategies, and learning outcomes Time Content & sub-contents Methods &

Strategies

Students Task Learning

P a g e | 86

86

Outcomes:

At the end of this

chapter students

will be able to

Wee

k 1

-2

Chapter 1: Introduction to Emerging

Technologies

1.1 Evolution of Technologies

1.1.1 Introduction to Industrial revolution

(IR)

1.1.2 Historical Background (IR 1.0, IR 2.0,

IR 3.0)

1.1.3 Fourth Industrial Revolution (IR 4.0)

1.2 Role of Data for Emerging Technologies

1.3 Enabling devices and network

(Programmable devices)

1.4 Human to Machine Interaction

1.5 Future Trends in Emerging Technologies

Listening

Note-taking

Brainstorming

Reading

Individual work

Group discussion

Reflections

Gapped Lecture

Attend the lesson

Listen and take

notes

Answer questions

Read

Doing class works

and home works,

Reflects

Develop knowledge of

IR

Identifies

programmable device

Develop the

knowledge how

computer interact

with machine

Develop general

knowledge about

emerging

technologies

Wee

k 3

- 4

Chapter 2: Introduction to Data Science

2.1. Overview for Data Science

2.1.1. Definition of data and information

2.1.2. Data types and representation

2.2. Data Value Chain

2.2.1. Data Acquisition

2.2.2. Data Analysis

2.2.3. Data Curating

2.2.4. Data Storage

2.2.5. Data Usage

2.3. Basic concepts of Big data

Listening

Note-taking

Brainstorming

Gapped Lecture

Group discussion

Class work

Tutorials

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Develop the

Knowledge of data

science

Identify the various

data value chain

Know how about

Big data

P a g e | 87

87

Wee

k 5

– 7

Chapter 3: Artificial Intelligence (AI)

3.1. Introduction to AI

3.1.1. What is AI

3.1.2. History of AI

3.1.3. Levels of AI

3.1.4. Types of AI

3.2. Applications of AI

3.2.1. Agriculture

3.2.2. Health

3.2.3. Business (Emerging market)

3.2.4. Education

3.3. AI tools and platforms

(e.g.: scratch/object tracking)

3.4. Sample application with hands on activity

(simulation based)

Listening

Note-taking

Brainstorming

Gapped Lecture

Group discussion

Class work

Tutorials

Reflections

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Develop the

knowledge of AI

Know how where to

use AI

Wee

k 8

– 1

0

Chapter 4: Internet of Things (IoT)

4.1. Overview of IoT

4.1.1. What is IoT?

4.1.2. History of IoT

4.1.3. Advantage of IoT

4.2. How IoT Works

4.2.1. Architecture of IoT

4.2.2. Device and Network

4.3. IOT tools and platforms (e.g.: KAA IoT

/Device Hive/Zetta/Things Board…)

4.4. Sample application with hands on activity

(e.g. IOT based smart farming)

Listening

Note-taking

Brainstorming

Reading

Individual work

Group discussion

Reflections

Gapped Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Develop the general

knowledge of IOT.

know how IoT

works and where to

Put on

P a g e | 88

88

Wee

k 1

1-1

2

Chapter 5: Augmented Reality (AR)

5.1. Introduction to AR

5.2. Virtual reality (VR), Augmented Reality

(AR) vs mixed reality (MR)

5.3. Architecture of AR systems.

5.4. Application of AR systems (education,

medical, assistance, entertainment)

workshop-oriented hands demo

Listening

Note-taking

Brainstorming

Reading

Individual work

Group discussion

Reflections

Gapped Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Develop the

knowledge of AR

Identify and

differentiate about VR,

AR and MR

Develop the

knowledge of AR

architecture and its

Application area.

Wee

k 1

3

Chapter 6: Ethics and professionalism of

emerging technologies

6.1. Technology and ethics

6.2. Digital privacy

6.3. Accountability and trust

6.4. Treats and challenges

Listening

Note-taking

Brainstorming

Reading

Individual work

Group discussion

Reflections

Gapped Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Develop general

knowledge on ethics

and professionalism

of emerging

technologies

P a g e | 89

89

Wee

k 1

4 –

15

Chapter 7: Other Emerging

Technologies

7.1. Nanotechnology

7.2. Biotechnology

7.3. Blockchain technology

7.4. Cloud and quantum computing

7.5. Autonomic computing

7.6. Computer vision

7.7. Embed systems

7.8. Cyber security

7.9. Additive manufacturing (3D Printing)

Etc. …

Listening

Note-taking

Brainstorming

Reading

Individual work

Group discussion

Reflections

Gapped Lecture

Attend the lesson

Listen and take

short notes,

Asking and

answering

questions,

Doing class

works and home

works,

Participating in

group

discussions.

Reflects

Know how about

currently available

emerging

technologies


1.2.1. Assessments

Continues assessment (Test (8%), Quiz (8%), Assignment (9%),) ……....25%

Mid………………………………………………………….……………….25%.

Final Exam ………………………………………………………………….50%

Total………………………………………………...…………………… 100%

1.2.2. Course policy

A student has to:

attend at least 85% of the classes.

take all continuous assessments and mid Exam.

take final examination.

respect all rules & regulations of the university.

1.3. Instructional Recourses

Module

Module for the course Introduction to Emerging Technology

References

Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics, and the

Internet of Things: . O'Reilly Media

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90

Francesco Corea (2017). Artificial Intelligence and Exponential Technologies: Business Models

Evolution and New Investment Opportunities.

Vong, J. &. (2014). Emerging Technologies for Emerging Markets: . Springer Singapore.

Approved By: -

Full Name signature Date

Chair Holder: - --------------------------------- --------------- --------------------

Department Head: - ---------------------------------- ---------------- ---------------------

P a g e | 91

91



Program Disaster Risk Management & Sustainable Development Courses code FLen1012

Courses Title Communicative English Skills II

Degree Program BSc. Disaster Risk Management & Sustainable Development Module name Common Courses Module number M01 Course Chair

Instructor/Tutor

ECTS credit (CP) 3 Contact hours per week Lectures Tutorials &

seminars Laboratory &

workshop Home

Study Total

3 - - 5 8 Lecture days, hours & room


Target group 1st


Year /semester Year 1 Semester II Pre-requisites None Status of the course Common

Course Description: This course contains the following contents: Reading, Grammar,

Speaking and Writing

Course Objectives: At the end of this course students should be able to:

develop their proficiency with reading, speaking and writing skills.

learn vocabularies that are assumed unfamiliar to them.

develop their knowledge of grammar

become successful in living a community successfully and endeavor to execute skills to

solve problems that may occur in their community;

develop their speaking and writing abilities in different areas including „life skills‟; and

learn to read on supplementary readings

P a g e | 92

92

Contents and sub contents Teaching

methods

Total hrs Delivery time

Week Hrs

Unit I: Life Skills

Reading passage: The concept of life skills

Grammar: Active and passive voices

Speaking

Writing

Gaped

lecture

Question and

answer

Students‟

participation

Gap Lecture

question and

answer

&Reflection

15hrs

1st (1.1-1.4)

2nd

(1.5-1.7)

3rd

(1.8 -1.11)

6hrs

6hrs

3hrs

Unit II: Speculations about the future of Science

Reading passage: Grassroots attack in bilharzia

Grammar: Future Tense

Speaking

Writing

Gaped

lecture

Approach

Question and

answer

Students‟

participation

Gap lecture

Question and

answer

18

hrs

3rd(2.1-2.2)

4th

(2.3-2.5)

5th

(2.6 - 2.7)

6th

(2.8-2.9)

3hrs

6hrs

6hrs

3hrs

Unit III: Environmental protection

Reading: Environmental Challenges: A river run through

Grammar: Modal verbs

Speaking

Writing

Gaped

lecture

Question and

answer

Students

independent

work

27

hrs

6th

(3.1 - 3.3)

7th

(3.4 - 3.10)

8th

(mid exam)

9th(3.10.1.-

3.10.6.1)

10th

(3.9.2- 3.10.1)

3hrs

6hrs

6hrs

6hrs

6hrs

Unit IV: Indigenous Knowledge

Reading: A local Pathway to Global Development

Grammar: Reported Speech

Speaking

Writing

Students‟

engagement

Gaped

lecture

Problem

Solving

Approach

Question and

answer

24

hrs

11th

(4.1-4.2.1)

12th

(4.2.2-4.2.4)

13th

(4.2-4.3)

14th

( 4.5-4.6)

6hrs

6hrs

6hrs

6hrs

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93

Unit V: Cultural Heritage

Reading: Cultural Heritage

What is it? Why is it important

Grammar: Relative Clauses

Speaking

Writing

Gaped lecture

Problem

Question and

answer

Supplementary Reading Students‟

engagement

16th week

Type Mid Exam FinalExam Test Group work In Class

Time and unit Unit 1-2 7

th or 8

th week

Unit 3-4 15

th or 16

th week

Unit 3-4

13th

week

Unit2(5th

Week and Unit 4 12

th week

Mark 30% 50% 10 % 10%

P a g e | 94

94




Courses code Hist 1012

Courses Title History of Ethiopia and the Horn

Degree Program BSc. Disaster Risk Management & Sustainable

Development

Module name Common Courses

Module number M01

Course Chair

Instructor/Tutor

ECTS credit (CP) 3


seminars

Laboratory &

workshop

Home

Study

Total

3 - - 5 8



Target group 1st



Pre-requisites None

Status of the course Common Course Description:

This course is a common course given to Higher Learning Institutions Students/HLIS. Students will learn about the

role of history in human life and goals of studying history. Students will also learn the importance of history in

nation building and the making of identity in time and space. This course covers the major historical processes in

Ethiopia and the Horn. The course is also concerned with how the sociocultural, religious, economic and political

experiences of the past are interwoven in the making of the current Ethiopia and the Horn. It is useful to know how

personalities helped change the scenario, and how societies, peoples and the world that we live in have changed over

time and its implication for history of Ethiopia and the Horn. It is helpful to understand history as a base for shaping

and bettering of the future.

Objectives of the course

After completing the course, students will be able to:

-Distinguish meaning, nature and uses of history

-Identify pertinent sources for the history of the peoples of Ethiopia and the Horn

-Describe changes & continuities that unfolded in Ethiopia and the Horn

-Elucidate the causes, courses and consequences of events happened in the region

-Explain the nature of the region‟s external contacts and their effects

-Appreciate peoples‟ achievements, heritages and cultural diversities of the region

P a g e | 95

95

Syllabus Components

Course Contents, Methods & strategies, and learning outcomes

Tim

e



Learning

Outcomes:

At the end of this

chapter students

will be able to:

Wee

k 1

- 3

Unit 1: Introduction

1.1. Concepts of History: Meaning, Nature and Uses

1.2. Sources & Methods of Historical Study

1.3. Origin and Development of Historiography of


1.4. Introducing and Understanding Ethiopia and

the Horn

Unit 2: Peoples and Cultures in Ethiopia and the

Horn

2.1. Human Evolution

2.2. Neolithic Revolution

2.3. The Peopling of the Region

2.3.1. Languages and Linguistic Processes: Afro-

Asiatic Super Family (Cushitic, Semitic &

Omotic Families) and Nilo-Saharan (Chari-Nile

& Koman families)

2.3.2. Settlement Patterns 2.3.3. Economic

Formations

2.4. Religion and Religious Processes

2.4.1. Indigenous

2.4.2. Judaism

2.4.3. Christianity

2.4.4. Islam

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

and home works,

Participating in

group discussions.

Describe the

general concepts

of history

Mention the

relevant sources

for History of

Ethiopia and the

Horn

Explain Ethiopia

and the Horn in

relation to human

evolution and

Neolithic

Revolution

P a g e | 96

96

Wee

k

4&

5

Unit 3: Polities, Economy & Socio-Cultural

Processes in Ethiopia & the Horn to end of

13th Century

3.1. Evolution of States

3.2. Ancient Polities

3.2.1. North and Northeast

3.2.1.1. Punt

3.2.1.2. Damat

3.2.1.3. Axum

3.2.1.4. Zagwe

3.2.2. East, Central, Southern and Western

3.2.2.1. Agaw, Bizamo, Damot, Enaraya,

Gafat.

3.2.2.2. Muslim Sultanates (Shewa, Ifat,

Dawaro, Fatagar, Bali, Hadiya,

Arebabani, Shirka, Dera…)

3.3. External Contacts

3.4. Economic Formations (Agriculture, Handicraft,

Trade…)

3.5. Socio-cultural achievements (Architecture,

Writing …)

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

and home works,

Participating in

group discussions.

Mention the

various socio-

cultural and

political

achievements in

civilizations of the

region

Trace the origin

and developments

of states in the

region during the

ancient period

Wee

ks

6&

7

Unit 4: Politics, Economy & Socio-Cultural

Processes from Late 13th – the beginning of

16th Century

4.1. “Restoration” of the “Solomonic‟‟ Dynasty

4.2. Power Struggle, Consolidation, Territorial and

Religious Expansion of the Christian Kingdom

4.2.1. Succession Problem and the Establishment

of Royal Prison

4.2.2. Territorial Expansion towards Agaw,

Bizamo, Damot, Red Sea, Bete-

Israel/“Falasha…”

4.2.3. Evangelization and Religious Movements

4.3. Social, Economic and Political Dynamics of

Muslim Sultanates

4.3.1. Political Developments in the Muslim

Sultanates and the Rise of Adal

4.3.2. Trade and the Expansion of Islam

4.4. Rivalry between the Christian Kingdom and the

Muslim Sultanates

4.5. External Relations

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

and home works,

Participating in

group discussions.

Explain the long

term effect of the

„‟Solomonic‟‟

dynasty in the

region.

Describe the

dynamics of the

territorial

expansion of the

Christian kingdom

and rivalry

between the

Christian Kingdom

and Muslim

Sultanates in the

region

Discuss the role

of foreign relations

and interventions

from ancient to

modern times in

Ethiopia and the

Horn

P a g e | 97

97

Wee

k 8

-10

Unit 5: Politics, Economy & Socio-Cultural

Processes from Early 16th –the End of the

18th Century

5.1. Interaction and Conflicts of the Christian

Kingdom and the Sultanate of Adal

5.2. Foreign Interventions and Religious

Controversies

5.3. Population Movements

5.3.1. Population Movements of the Afar, Somali

and Argobba

5.3.2. Gadaa System and Oromo Population

Movement (1522- 1618)

5.4. Interaction and integration across ethnic and

religious diversities

5.5. Peoples and States in Eastern, Central, Southern

and Western Regions

5.5.1. Kushitic: Afar, Somali, Oromo, Sidama,

Hadya, Kembata, Konso, Gedeo, Burji…

5.5.2. Semitic: Harari Emirate, Shewa Kingdom,

Gurage Polity…

5.5.3. Omotic: Kaffa, Wolayita, Gamo Gofa,

Dawro, Konta, Yem…

5.5.4. Nilotic: Anuak, Nuer, Berta, Gumuz…

5.6. The Period of Gondar (1636-1769) and “Zamana

Mesafint/Era of Princes” (1769-1855)

5.6.1. The Revival of the Christian Kingdom

5.6.2. Gondar achievements: architecture,

painting, music, literature, urbanization, trade

etc.

5.6.3. Gondar Political Developments: “Close

Door Policy,” Reforms, “Byzantine

Politics”…

5.6.4. Major Features of Era of Princes (1769-

1855) and Yejju Dynasty (1786-1853)

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson


Asking and

answering

questions,

Doing class works

Participating in

group discussions.

Describe the

interplay between

local

developments and

foreign influences

Examine the role

of population

movements in

shaping the

modern Ethiopia

and the Horn

Explain the major

socio-economic,

religious &

political

achievements of

Gonder period

List the

characteristic

features and

effects of “Zemene

Mesafint”

Assess the

developments in

Eastern, Central,

Southern &

Western parts of

Ethiopia & the

Horn

P a g e | 98

98

Wee

k

11

- 13

Unit 6: Internal Interactions and External

Relations from the 1800–1941

6.1. The Nature of Interactions among peoples and

states of Ethiopia and the Horn

6.1.1. Peoples and sates of Kafa, Wollaitta,

Gibe, Leqa, Qabena, Shawa...

6.1.2. The Role Trade and Trade Routes in the

interaction

6.2. Power Rivalry

6.3. The Making of Modern Empire State

(Territorial Expansion, Centralization

process…)

6.4. Modernization Attempts: administration,

military, innovation, education, road

construction, railway, transportation &

communication, constitution…

6.5. Socio-Economic Issues/Processes: agriculture,

disease & famine, trade, slavery,

manufacturing…

6.6. External Relations, Challenges and Threats

6.6.1. External Diplomatic Relations and

Treaties

6. 6. 2. The Major Battles (Meqdela, Gundet,

Gura, Dogali, Mattama, Adwa,

Maychew…)

6. 6. 3. Italian Occupation and the Patriotic

Resistance

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

Participating in

group discussions.

Analyze the

political process

for formation of

Modern Ethiopia

and the Horn

identify the social

and economic

developments from

1800-1941

Appreciate the

move towards

modernization and

the challenges

encountered

Trace legacies of

major battles,

victories and the

roles of patriots

Wee

k

14

& 1

5

Unit 7: Internal Interactions and External

Relations from the 1941–1994

7.1. Post 1941 Imperial Period

7.1. 1. Political Scene: Restoration &

Consolidation of Imperial Power and External

Relations

7.1. 2. Socio-economic Conditions: agriculture &

tenancy, famine, factories, education, health,

transportation, religion, welfare institutions

(idir, iqub…)

7.1.3. Opposition: Conspiracies, Revolts and

Downfall of the Monarchical Regime

7.2. The Derg Regime (1974-1991) .

7.2. 1. The Rise of Derg and the Political

Momentum

7.2.2. Attempts at Reforms: Land Reform,

Development through Cooperation Campaign,

Collectivization, Agricultural Marketing

Corporation, Resettlement, Villagization,

Literacy…

7.2. 3. Internal oppositions, Ethio-Somali War,

International Changes & End of the Derg

7.3. Historical Developments, 1991-1994

(transitional charter: language & identity

issues…)

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

Participating in

group discussions.

Explain the socio-

economic and

political progresses

of the post 1941

imperial period

Describe the

major changes, and

challenges that led

to the demise of the

monarchy

Discuss the

political

momentum,

reforms and

oppositions during

the Derg period

Describe the

historical

developments from

1991-1994

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99

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4-1

6

Unit 8: Cross-Cutting Issues in History of


8.1. The Role of Women in Ethiopian History

(economic, political, cultural and social)

8.2. Environmental Dynamics: changes and

continuities (deforestation, drought,

pollution…)

8.3. Indigenous Knowledge: education, folk

medicine, conflict resolution mechanisms

(Makabanto, Shimigilinna, Yejoka, Samugnit,

Guma, Luwa, Byto, Heer, Seera… )

Brainstorming

Gapped Lecture

Group discussion

Class work

Attend the lesson

and take short

notes,

Asking and

answering

questions,

Doing class works

Participating in

group discussions.

Mention the role

of Women in

Ethiopian History

Discuss the

environmental

change in

Ethiopia and the

Horn across

periods

Assessment Strategies & Techniques and Course Policy

Assessment Continues assessment (Tests, Quizzes, Assignments, ….) ….. ………..20%

Mid………………………………………………………….………… .30%.

Final Exam …………………………………………………………….50%

Total………………………………………………..…………………… 100%

Course policy

A student has to:





Instructional Resources

Reference

Abir, Mordechai. Ethiopia and the Red Sea: The Rise and Decline of the Solomonic Dynasty and MuslimEuropean Rivalry in the

Region. Frankcass, 1980.

____________. Ethiopia: The Era of The Prince; The Challenge of Islam and The Re-unification of The Christian Empire 1769-

1855. Institute of Asian & African Studies the Hebrew University, 1968.

Alberto, Sbacchi. Ethiopia under Mussolini: Fascism and the Colonial Experience. 1985.

Alemayehu Haile et al. History of the Oromo to the Sixteenth Century. Finfinne: OCTB, 2006.

Andargachew Tiruneh. The Ethiopia Revolution 1974-1987: Transformation from Aristocracy to Totalitarian Autocracy. Cambridge

University Press, 1993.

Asmarom Legesse. Gada: Three Approaches to Study of African Society. London: Free Press.

Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa University Press.

__________. A Short History of Ethiopia and the Horn.1998.

__________. Society, State and History, Selected Essays. Addis Ababa: AAU Pres, 2008.

Bender, M. L. and et al. Eds. The Languages of Ethiopia. London, 1976.

Clark, J.D. The Prehistoric Cultures of the Horn of Africa. Cambridge University Press, 1954.

Crabtree J Pam &Campana V. Douglas. Archaeology and Pre-history.

P a g e | 100

100

Gebru Tareke. Ethiopia Power and Protests: The Ethiopian Peasants Revolts in the 20th Century. Cambridge University Press, 1991.

Gadaa Melbaa. Oromia. Minneapolis, 1999.

Haberland, Eike. “Notes on the History of Southern Ethiopian Peoples.” Paris, 1975.

Marcus, Harold G. A History of Ethiopia. University of California Press: Berkeley, 1992.

Mohammed Hassen. The Oromo of Ethiopia 1570-1860. Cambridge, 1990.

Pankhrust, Richard. 1997. The Ethiopian Borderlands: Essays in Regional History from Ancient Times to the end of the 18th Century.

Red Sea Press.

Rubenson, Sven. Survival of Ethiopian Independence. 1972.

Sergew Hable Selassie. Ancient and Medival Ethiopian History to 1270. Addis Ababa, 1972.

Shiferaw Bekele. Economic History of Modern Ethiopia: Imperial Era 1941-1974. Vol. I. Dakar, 1995. Taddesse Tamrat. Church

and State in Ethiopia, 1270-1527. Oxford, 1972.

Teshale Tibebu. The Making of Modern Ethiopia, 1855- 1974. The Red Sea Press, 1995. Trimingham, J.Spencer. Islam in Ethiopia.

London: Frankcass and Company LTD, 1965.





Course Title General Chemistry

Course Code Chem. 1012


Semester II

Year I

Pre-requisites None

Target Group 1

st


Instructor’s name and Address:

P a g e | 101

101



The course covers essential ideas in chemistry, measurements and units, classification of matter, composition of substances and solution,

chemical reactions, reactions stoichiometry, electronic structure and periodic properties of elements, the chemical bond and molecular

geometry, concepts of equilibrium and acid-base equilibrium, basic concepts of organic chemistry and some selected laboratory activities.



Recall and summarize the previous High and preparatory School chemistry concepts

Ensure readiness and develop interest towards basics of chemistry

Understand the basic principles of chemistry concepts

List out possible chemical units and composition of matter

Predict the type of compounds formed from the elements based on their location in the periodic table

Discuss about stoichiometry of chemical reactions

Understand the quantum mechanical model of an atom and describe the periodic properties of the elements

Discuss the formation of ionic and covalent bonds

Predict the molecular structures of simple compounds using VSEPR theory

Explain the dynamic nature of chemical equilibrium and discuss acid-base equilibrium

Name and differentiate different organic compounds based on their functional groups

Describe the structure and properties of hydrocarbons and their derivatives

Grasp the general guidelines of laboratory work

Develop the skill of handling and operating some laboratory equipment

Develop the skill of performing different laboratory activities



Tim

e



Learning Outcomes:

At the end of this chapter

students will be able to:

P a g e | 102

102

Wee

k 1

& 2

UNIT 1: Essential Ideas in

Chemistry

1.2 Chemistry in Context

1.2.1 Chemistry as the central science

1.2.2 The scientific method

1.2.3 The Domains of Chemistry

1.3 State and classification of matter

1.3.1 State of matter

1.3.2 Classification of matter

1.4 Physical and chemical properties

1.5 Extensive and intensive property

1.6 Measurements and units

1.6.1 SI units

1.6.2 Derived SI units

1.7 Measurement uncertainty

1.7.1 Significant figures in

measurement

1.7.2 Significant figures in calculation

1.7.3 Accuracy and Precision

1.8 Conversion factors and

dimensional analysis

Brain-

storming

Lecture

Gapped

lecture

Group

discussions

Demonstrati

on

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Describe the scientific

method

Differentiate hypotheses,

theories, and laws

Provide examples

illustrating macroscopic,

microscopic, and symbolic

domains

Describe the basic properties

of each physical state of

matter: solid, liquid, and gas

Classify matter as an

element, compound,

homogeneous mixture, or

heterogeneous mixture with

regard to its physical state

and composition

Identify properties of matter

as extensive or intensive

Define accuracy and

precision

Correctly represent

uncertainty in quantities

using significant figure

Apply proper rounding rules

to computed quantities

Wee

k 2

- 3

Unit 2: Atoms, Molecules and Ions

2.1 Atomic structure and

symbolism

2.1.1 Chemical symbols and

isotopes

2.1.2 Atomic mass unit and

average atomic mass

2.2 Chemical formulas

2.3 The periodic table

2.3.1 Historical development of

the periodic table 2.3.2 Classification of elements in

the periodic table

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Define the atomic

mass unit and average

atomic mass

Calculate average

atomic mass and

isotopic abundance

Represent the bonding

arrangement of atoms

within molecules

using structural

formulas

P a g e | 103

103

2.4 Ionic and Molecular

compounds

2.4.1 Formation of Ionic

Compounds

2.4.2 Formation of molecular

compounds

2.5 Chemical nomenclature 2.5.1 Ionic compounds

2.5.1.1 Compounds

Containing only

Monatomic Ions

2.5.1.2 Compounds

Containing Polyatomic

Ions

2.5.1.3 Compounds

Containing a Metal Ion

with a Variable Charge

2.5.1.4 Ionic Hydrates

2.5.2 Molecular compounds 2.5.2.1 Compounds

composed of

two elements

2.5.2.2 Binary acids Oxyacids

Predict the type of

compound formed

from elements based

on their location

within the periodic

table

Derive names for

common types of

inorganic

compounds using a

systematic approach

P a g e | 104

104

Wee

ks

4-

5

Unit 3: Composition of Substances

and Solutions

3.1 Formula mass and mole concept

3.1.1 Formula mass

3.1.2 Mole concept

3.2 Determining empirical and

molecular formulas 3.2.1 Percent composition 3.2.2 Determination of empirical

formulas 3.2.3 Determination of molecular

formulas

3.3 Molarity and other concentration

units 3.3.1 Molarity 3.3.2 Dilution of solution

3.3.3 Percentage (W/W, W/V and

V/V) 3.3.3.1 Mass Percentage

3.3.3.2 Volume

Percentage

3.3.3.3 Mass-Volume

Percentage Parts per million (ppm) &

Part per billion (ppb)

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Define the amount unit

mole and the related

quantity Avogadro‟s

number

Explain the relation

between mass, moles, and

numbers of atoms or

molecules, and perform

calculations deriving

these quantities from one

another

Compute the percent

composition of a

compound

Determine the empirical

and molecular formula of

a compound

Calculate solution

concentrations using

molarity

Perform dilution

calculations using the

dilution equation

P a g e | 105

105

Wee

k 6

-7

Unit 4. Stoichiometry of Chemical

Reaction

4.1 Writing and balancing chemical

equations

4.1.1 Writing chemical equation

4.1.2 Balancing chemical equation

4.1.3 Equation for ionic reaction

4.2 Classification of chemical

reactions

4.2.1 Acid base reactions

4.2.2 Precipitation reactions and

solubility rules

4.2.3 Redox reactions

4.3 Reaction stoichiometry

4.4 Reaction yields

4.4.1 Limiting reactant

4.4.2 Percent yield

4.5 Quantitative Chemical Analysis

4.5.1 Acid-base titration 4.5.2 Gravimetric analysis

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Write chemical equations

in molecular, total ionic,

and net ionic formats.

Classify chemical

reactions as one of three

types given appropriate

descriptions or chemical

equatio

Predict the solubility of

common inorganic

compounds

Perform stoichiometric

calculations involving

mass, moles, & solution

molarity.

Explain the concepts of

theoretical yield &

limiting

reactants/reagents.

Derive the theoretical

yield & % yield for a

reaction under specified

conditions.

Describe the fundamental

aspects of titrations and

gravimetric analysis.

P a g e | 106

106

Unit 5: Electronic Structure and

Periodic Properties of Elements

5.1. Electromagnetic energy

5.1.1. The Characteristics of

Light

5.1.2. Quantization and Photons

5.2. The Bohr Model

5.3. Development of Quantum theory

5.3.1. The quantum mechanical

model of an atom

5.3.2. Quantum Theory of

electrons in atoms

5.3.3. The Pauli exclusion

principle

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Explain the wave and

particle nature of light

Describe the Bohr model

of the hydrogen atom.

Extend the concept of

wave–particle duality that

was observed in

electromagnetic radiation

to matter as well

List and differentiate the

four quantum numbers

that form the basis for

completely specifying the

state of an electron in an

atom

Wee

k8

-9

5.4. Electronic structure of atoms

5.4.1. Orbital energies and atomic

structure

5.4.2. The Aufbau principle

5.4.3. Electronic configuration and

the periodic table

5.4.4. Electronic configuration of

ions

5.5. Periodic variation in

element properties

5.5.1. Variation in covalent radius

5.5.2. Variation in ionic radii

5.5.3. Variation in ionization

energies.

5.5.4 Variation in electron

affinities

Relate electron

configurations to element

classifications in the

periodic table

Describe and explain the

observed trends in atomic

size, ionization energy,

and electron affinity of

the elements

P a g e | 107

107

Wee

k 9

-10

Unit 6. Chemical Bonding and

Molecular Geometry

6.1. Ionic Bonding

6.1.1. Formation of Ionic

Compounds

6.1.2. Electronic

structure of cations

and anions

6.2. Covalent Bonding

6.2.1. Formation of

covalent bonds.

6.2.2. Polarity of covalent

bonds

6.3. Lewis structures

6.3.1. Writing Lewis

structures with the

octet rule

6.3.2. Exception to the

octet rule

6.4. Formal charges and

resonances

6.4.1. Calculating formal

charge

6.4.2. Predicting molecular

structure using

formal charge

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Explain the formation

of cations, anions, and

ionic compounds

Describe the

formation of covalent

bonds

Define

electronegativity and

identify the polarity

of covalent bonds

Draw Lewis

structures depicting

the bonding in simple

molecules

Compute formal

charges for atoms in

any Lewis structure.

Identify the most

reasonable Lewis

structure for a given

molecule using formal

charges

P a g e | 108

108

6.4.3. Resonance

6.5. Strengths of ionic and

covalent bonds

6.5.1. Ionic bond strength

and lattice energy

6.5.2. Bond strength of

covalent bond

6.6. Molecular structure and

polarity

6.6.1. Valence shell

electron pair

repulsion theory

(VSEPR)

6.6.2. Molecular structure

and dipole moment

Explain the concept

of resonance and

draw Lewis structures

representing

resonance forms for a

given molecule

Compute lattice

energies for ionic

compounds using

Born-Haber cycle

Predict the structures

of molecules using

valence shell electron

pair repulsion

(VSEPR) theory.

Explain the concepts

of polar covalent

bonds and molecular

polarity

W

eek

11

-12

Unit 7. Equilibrium Concepts and

Acid-base Equilibrium

7.1. Chemical equilibrium

7.2. Le Chatelier‟s principle

7.3. Equilibrium calculation

7.4. Concepts of acid-base

7.4.1. Arrhenius concept

7.4.2. Bronsted-Lowery concept

7.4.3. Lewis concept

7.5. pH and pOH

7.6. Relative strengths of acids and

bases

7.7. Buffers solution

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Explain the dynamic

nature of a chemical

equilibrium

Predict the response of a

stressed equilibrium using

Le Châtelier‟s principle

Calculate equilibrium

concentrations and

equilibrium constants

Identify acids, bases

based on the three acid-

base concepts.

Express hydronium and

hydroxide ion

concentrations on the pH

and pOH scales

Calculate the pH and pOH

of a given solution

Determine the relative

strengths of acids and

bases.

Describe the composition

and function of acid-base

buffer

P a g e | 109

109

Wee

k 1

3 -

14

Unit 8: Organic Chemistry

8.1. Hydrocarbons

8.1.1 Alkanes

8.1.2. Alkenes

8.1.2 Alkynes

8.2 Aromatic Hydrocarbons

8.3 Alcohols and Ethers

8.3.1 Alcohols

8.3.2 Ethers

8.4 Aldehydes, Ketones, Carboxylic

acids and Esters

8.4.1 Aldehydes and Ketones

8.4.2 Carboxylic acids and

Esters

8.5 Amines and Amides

8.5.1 Amines

8.5.2 Amides

Brain-storming

Lecture

Gapped lecture

Group

discussions

Demonstration

Attend the

lesson

Listen & take

notes

Answer

questions

Read

Doing class

works &

home works,

Reflects

Explain the

importance of

hydrocarbons and the

reason for their diversity

Name saturated and

unsaturated hydrocarbons,

and molecules derived

from them

Describe the reactions

characteristic of saturated

and unsaturated

hydrocarbons

Describe the structure and

properties of alcohols and

ethers Describe the structure and

properties of aldehydes,

ketones, carboxylic acids

and esters.

Describe the structure and

properties of an amine

and amides

W

eek

15

-

16

Final Examination Week


Assessment Test.……………………………………………………………………..….8%

Quiz……………………………………………………………………..….8%

Lab report……………………………………………… ….. ……….….....9%

Mid………………………………………………………….………….….25%.

Final Exam (Lab. Work 10% + Theory 40%)..……….…………………..50%

Total………………………………………………..…………………….… 100%

Course policy

A student has to:

- Attend at least 85% of the classes

- Attend all laboratory sessions

- Write report for all laboratory sessions




4.3 Instructional ResourcesReferences

1. R. Chang, General Chemistry: The Essential Concepts, 5th

ed., 2008

P a g e | 110

110

2. J.W. Hill and R.H. Petrucci, General Chemistry: An Integrated Approach, 2nd

ed., 1999.

3. Patricia Eldredge, R.H. H and, LLC, General Chemistry-Principles, Patterns, and Applications, 2011.

(http://www.saylor.org/books)

4. David W. Ball, Introductory Chemistry, Cleveland State University, 2011, (http://www.saylor.org/books)

5. J. E. Brady, J. W. Russel and J.R. Holum, General Chemistry: Principles and Structure, 5th

ed., 2006.

6. S. S. Zumdahl and S.A. Zumdahl, Chemistry, 7th

ed., 2007

7. J. McMurry, Organic Chemistry, 8th

ed., 20P

Approval section

Name Signature Date

Chair Holder‟s

Department

Head‟s





Course Title General Biology

Course Code Biol. 1012

Credit Hrs./ ECTS Cr Hrs=3 Lecture Hrs. = 2 Laboratory Hrs. = 3 Total Hrs. = 5 CP = 5

Semester II

Year I

Pre-requisites None

Target Group DRMSD First Year Students , Semester II

Instructor’s name and Address:



The Course introduces basic concepts of science, scientific methods and the subject matter of biology. Chemical

basis of life, basic characteristics of living things, origin of life, cellular structure, cell metabolism and transformation

of energy are described in detail. The course covers basic ideas of genetics and evolution, infection and immunity,

P a g e | 111

111

taxonomy of organisms, major ecological and natural resource conservation concepts and population and health

aspects. The general features of invertebrate and vertebrate animals and the application of biology in different

disciplines are also discussed.


Upon completing this course, you will be able to:

Explain the scope of biology and molecular basis of life

Describe life activities from the cellular point of view

Manipulate basic biological tool, record data and draw conclusions

Develop scientific attitude, skill and conduct biological experiments using scientific procedures

Outline basic processes of energy transduction and synthesis of intermediate or final products in

living cells

Understand the basic concepts of genetics and inheritance

Understand the concepts of infection and immunity

Classify organisms based on their cellular organization and complexity

Explain components, processes and interrelationships within a given ecosystem

Know the general features of invertebrate and vertebrate animals

Appreciate the practical uses of biological knowledge and its application in the wider society



Tim

e



Learning Outcomes:

At the end of this chapter


Wee

k 1

Chapter 1: Introduction

1.1 The meaning and scope of

biology

1.2 The nature and origin of life

1.3. Scientific method

Introduce

biological

disciplines

Brainstorming

Group

discussion

Asking

questions

Providing short

notes

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Develop positive

attitude to words

disciplines in

biology

Describe the scope

of biology in

solving problems

in day ato day life

Discuss scientific

methods in biology

P a g e | 112

112

Wee

k 2 &

3

Chapter2: Biological Molecules

2.1. Carbohydrates

2.2. Lipids

2.3. Proteins

2.4. Nucleic acids

2.5. Vitamins and coenzymes

2.6. Water

2.7. Minerals

Introduce the main

molecules in life.

Brain storming

Lecture on the

chemical

components of

each of the seven

biological

molecules

Providing short

notes

Group discussion

Ask questions

Laboratory

experiments

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Act on laboratory

experiments and

write reports

Describe the types of

biological molecules

and the chemical

components of each.

Develop laboratory

skills in identifying

major biological

components

Develop positive

attitudes to acquire all

the biological

components by taking

a balanced diet for

healthy life

Wee

ks

4 &

5

Chapter 3: The cellular basis of life

3.1. The cell theory

3.2. Cell organelles

3.3. Structure and Function of

Organelles

3.4. Cellular diversity

3.5. Transport in cells

3.5.1. Nature and structure of

biological membranes

3.5.2. Membrane permeability and

material transport

3.5.3. Types of transport in cells

(diffusion, osmosis, active transport,

bulk transport) 3.5.4. Factors affecting membrane

permeability

Introduce the

cell theory and

structures

Brain storming

Lecture on the

cell structures

and functions,

cellular

diversity

Providing short

notes

Promote group

discussion

Ask questions

and facilitate

expression of

the contents of

the chapter

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

laboratory

activities to

understand cell

structure using

generalized cells

(Fresh mount

preparation and

observation of

plant and animal

cells)

Explain cell

structures and

functions

Describe the function

of cell organelles

P a g e | 113

113

Wee

k 6

& 7

Chapter 4. Cellular metabolism and

Metabolic Disorders 4.1. Cellular metabolism

4.2. Enzymes and their role in

Metabolism

4.2.1. Chemical nature of enzymes

4.2.2. Mechanisms of enzyme action

4.2.3. Factors affecting enzyme

activity

4.3. Biosynthesis and Bioenergetics

4.3.1. Photosynthesis

4.3.1.1.Photosynthetic Pigments and

light

4.3.1.2.Stages of photosynthesis

4.3.2. Biosynthesis of other molecules

4.3.3. Cellular respiration

4.3.3.1. Anaerobic respiration

4.3.3.2. Aerobic respiration

4.4. Metabolic Disorders, diagnosis

and treatments(Diabetes mellitus)

Introduce the

metabolic

processes in

cell

Brain storming

Lecture on the

metabolic

processes and

their products

Providing short

notes

Promote group

discussion

Ask questions

and facilitate

expression of

the contents of

the chapter

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

List types of

cellular metabolic

processes

Discuss the normal

metabolic

processes of cells

and factors

affecting the

normal functioning

Wee

k 8

& 9

5.1. Basic Principles of Mendelian

genetics and Patterns of inheritance

5.2. Molecular genetics and

inheritance

5.2.1. DNA, Gene, Chromosomes and

Cell division

5.2.1. ABO blood groups and Rh

Factors

5.3. Introduction to Evolution

Introduce

principles of

genetics

Mendelian Vs

Molecular

Brain storming

Group

discussion

Lecture on

inheritance of

characteristics

in living things;

about DNA,

Chromosomes,

and Cell

division

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain Mendelian

genetics and

molecular genetics

Discuss

inheritance of

characteristics

P a g e | 114

114

Wee

k 10 &

11

Chapter 6: Infectious diseases and

Immunity

6.1. Principles of infectious diseases

6.2. Types of infectious disease and

their causative agent

6.3. Modes of transmission

6.4. Host defenses against infectious

diseases

6.5. Adverse immune reactions

(responses)

6.6. Tumor Immunolology

Introduce

principles of

infectious

diseases

Brain storming

Group

discussion

Lecture on

types of

infectious

diseases, mode

of transmission

and immunity

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain principles

of infectious

diseases

Describe types of

infectious diseases

mode of

transmission and

body reaction

against diseases

Wee

k 1

2

Chapter 7: Taxonomy of

organisms

7.1. Early attempts to classify

organisms

7.2. Modern Views of

Classification (Schemes of

Classification)

7.3. Domains of Life and the

Hierarchical System of Classification

7.4. Binomial Nomenclature

Introduce

history of

taxonomy

Brain storming

Group

discussion

Lecture on

view of

classification

hierarchical

system of

classification,

and

nomenclature

of organisms

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain principles

history of

taxonomy

Discuss view and

hierarchical

system of

classification as

well as

nomenclature

Wee

k 1

3

Chapter 8: Ecology and

conservation of natural resources

8.1. Definition of ecological terms and

Basic concepts of Ecology

8. 1.1. Aquatic and terrestrial

ecosystems

8.1.2. Flow of energy through the

ecosystem

8.1.3. Cycling of materials (nutrients)

8.2. Conservation of natural resources

8.2.1. Principles of conservation

8.3. Environmental Pollution and

Public Health

Introduce

ecological

terms and basic

concepts

Brain storming

Group

discussion

Lecture on

view of

classification

hierarchical

system of

classification,

and

nomenclature

of organisms

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain types of

ecosystem and

ecological

functions

Discuss how to

protect the natural

ecosystems from

destruction and

pollution;

implication of

natural resource

conservation to

public health and

agriculture

P a g e | 115

115

Wee

k 1

4

Chapter 9: Introduction to botany

and zoology

9.1 Introduction to Botany

9.1.1.Algology

9.1.2. Bryology and Pteridology

9.1.3. Seed plants

9.2. Introduction to Zoology

9.2.1. Invertebrates

9.2.2. Vertebrates

Introduce types

and structural

organization of

plants and

animals

Brain storming

Group

discussion

Lecture on

simple plants,

higher plants,

invertebrate

and vertebrate

animals

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain botany

and zoology

Comparative

description of

simple higher

plants;

invertebrates and

vertebrates

Wee

k 1

5 &

16

Chapter 10: Application of

biological sciences

10.1. Application of Biology in

medicine and other health sciences

(Fast diagnosis tools, drug and

vaccine production, gene therapy,

immuno-diagnosis, immunotherapy,

transplantation, medicinal plants)


technology(Application of bacteria in

concrete strengthening, Environmental

Engineering, Biosystems Engineering,

Chemical Engineering, Biosensors)


agriculture (soil fertility, tissue

culture, animal breeding and

transgenic animals, plant disease and

pest management)


industries (Food, brewery,

pharmaceuticals, tannery and textile,

single cell production, preservation)

10.5. Application of Biology in waste

treatments and recycling (Bioenergy,

bioremediation, water treatment,

biomining)


forensic Science

10.7. Biological warfare

Introduce how

to manupliate

organisms for

human well

being

Brain storming

Group

discussion

Lecture on

application of

biology in

medicine,

engineering,

agriculture,

industry, waste

treatment,

forensic

sciences, and

warfare

Attend the lesson

Listen and take

notes

Answer questions

Pear idea Sharing

Ask and answer

questions

Explain how to use

biological

components of this

world for human

welfare

Discuss

application of

organisms in

different sectors


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116

Assessment Test.……………………………………………………………………..….8%

Quiz……………………………………………………………………..….8%

Assignments…………………………………………… ….. ……….….....9%

Mid………………………………………………………….………….….25%.

Final Exam ……………………………………………………………….50%

Total………………………………………………..…………………….… 100%

Course policy

A student has to:





Mason, KA, Losos, JB, Singer, SR. (2017). Biology. 11th

ed. McGraw-Hill Education, New York.

Solomon, EP, Berg, LR, Martin, DW. (2008). Biology. 8th

ed. Thomson Higher Education, USA

Urry, LA, Cain, ML, Wasserman, SA. (2017). Pearson Education, Inc. USA.

Biggs, A., Hagins, W.C., Holliday, W.G., Kapicka, C.L., Lundgren, L., Rogers, W.D., Sewer, M.B. and Zike, D.

(2008). Biology. The McGraw-Hill Companies, Inc., United States of America.

2. Campbell N.A., Reece, J.B. and Mitchell L.G. (1999). Biology. Benjamin Cummings Publishing Company Inc an

imprint of Addison Wesley Longman, Inc, United States of America.

3. Eldon D. Enger, Frederick C. Ross and David B. Bailey (2005). Concepts in Biology. 11th ed. Tata Mc Graw-Hill,

New Delhi, India.

4. Guttman B.S. and Hopkins III J.W. (1999). Biology. The McGraw-Hill Companies, Inc., United States of America.

5. Keeton , W.T.and Mc Fadden, C.H (1983). Elements of Biological Science. 3rd ed.

6. Postlethwait, J.H. and Hopson, J.L. (2006). Modern Biology. Holt, Rinhart and Winson, United States of America.

7. Presson J. and Jenner J. (2008). Biology: Dimensions of Life. The McGraw-Hill Companies, Inc., United States of

America.

8. Raven, P.H. and Jonson, G.B (2011). Biology. 9th ed. McGraw-Hill Companies, Inc., 1221 Avenue of the

Americas, New York, NY 10020

9. Robert, M.B.V. (1986). Biology: A Functional Approach. Thomas Nelson & Sons, Canada.

10. Sandra Pennington (2000). Introduction to Genetics. 11th hours (Malden, Mass)

11. Starr, C. and Taggart, R. (1987). Biology: the Unity & Diversity of Life. 4th ed. Wadsworth Publishing Company,

Belmont, California.

12. Susan Elrod, Ph.D & William Stansfield , Ph.D (2002). Genetics. 4th ed. Tata Mc Graw- Hill, New Delhi, India.

13. Sylvia S. Mader (2001). Biology. 7th ed. Mc Graw-Hill

14. Taylor, D.J., Stout , G.W. Green, N.P.O. and Soper R. (2008). Biological Science, Cambridge University Press,

Proposed lab. Activities for General Biology (Biol.1012 )

Session 1. Basic tools of the Biologist and handling skills

Session 2. Preliminary use of the microscope

Session 3. The cell: structure of generalized cells (Fresh mount preparation and observation of plant and animal cells)

Session 4. Testing for biologically important molecules(Carbohydrates, proteins and Lipids )

Session 5. Dialysis, Diffusion and Osmosis

Approval section

Name Signature Date

Chair Holder‟s

DeptHead‟s

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117




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118


Course Title Moral and Civic Education

Course Code MCiE1012

Credit Hrs./ ECTS Cr Hrs=2 L=2 T=0 P=0 H=6 Cp=4

Contact Hrs. 2(2 Lecture)

Semester II

Year I

Pre-requisites None

Target Group First Year DRMSD Students


This course is designed for undergraduate students with the aim of producing good citizens. It emphasizes on equipping

learners with the necessary civic competence and active participation in public life. It will also help them to exercise their

democratic rights and discharging their responsibilities effectively by familiarizing them with necessary civic knowledge

and skills. In countries such as ours, where the process of cultivating modern constitutional and democratic values in the

minds of citizens is experiencing serious challenges, largely because the country had no established civic culture and

partly because these values and principles are not yet well-institutionalized, civics and ethical education remains to be

imperative. To this end, the course introduces learners to the basics of civics and ethics, citizenship, morality and the

goals of studying civics and ethics. It exposes students to the meanings, foundations, approaches, values and principles

of ethics and civic virtue that learners must be equipped with both as citizens and professionals in their encounter with

real life situations both to be morally matured and responsible while making decisions and taking actions. The course

also elucidate the nature, purpose and forms of state and government, constitution, democracy and human rights, the

nature of democratic citizenship, modes of cultivating civic-virtues in our citizens mainly within the context of

Ethiopia.



Understand the subject matter of Civics and Ethics;

Cultivate certain moral values and civic virtues that enable them to be morally matured and competent in their professional and

citizenry lives by practically exposing them to moral and civic debates/discussions and engagements.

Develop such values/ virtues as recognition, appreciation and tolerance towards diversity and also build culture of peace

Gain knowledge about the theoretical discourses and practices of state, government and citizenship, and their mutual interplay

especially in the context of Ethiopia;

Develop individual and/or collective potential of becoming self-confident citizens who can effectively participate in their legal-political,

socio-economic and cultural lives;

Understand the essences of such values and principles as democracy and human rights, multiculturalism and constitution and

constitutionalism with especial reference to Ethiopia;

Develop analytical and reflective skill of identifying global or national level development, democracy/governance and peace related

issues of civics and ethics and then be able to produce or evaluate policies and practices in a civically and ethically

responsible manner.



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119

Tim

e Content & sub-contents Methods and


Learning Outcomes:

At the end of this

chapter students will be

able to:

Wee

k 1

& 2

Chapter I: Understanding Civics and Ethics

1.1. Defining Civics, Ethics, Morality and amorality

1.2. The Origin and Development of Civics and ethical education

1.3. The purpose of civics and ethical education

1.4. Citizen: Rights and responsibilities 1.5. Competences of good citizen

Brainstorming

Gaped Lecture,

Group

Discussion,

Pair Discussion,

Peer-Learning

Self-Reading.

Debate

Attend the lesson and take short notes,

Asking and answering questions,

Doing class works

Participating in group discussions.

Describe the concepts Civics, Ethics and morality

Explain concepts of good citizens

Wee

k

3 –

6

Chapter II: Approaches to Ethics

2.1. Normative ethics

2.1.1. Teleological Ethics (Consequentialist)

Hedonism

Ethical and psychological Egoism: Epicureanism and Cyrenaicism

Social Hedonism: Utilitarianism

2.1.2. Deontological Ethics (Non

Consequentialist)

Performance of One’s own Duty

Devine-based Morality

Kant’s Categorical Imperative

W.D. Ross’s Prima Facie duty

2.1.3. Virtue Ethics and Civic Virtues

Basic Principles of Civic Virtues

How to be virtuous person?

2.2. Non-Normative Ethics

Meta Ethics

Absolutism/Objectivism

Relativism/Subjectivism and

Conventionalism

Naturalism and Non-naturalism

Brainstorming

Gaped Lecture,

Group Discussion,

Pair Discussion,

Peer-Learning

Self-Reading.

Debate



Doing class works


Describe normative ethics

Elaborate teleological and deontological ethics

Explain non-

normative ethics

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120

Wee

ks

7 &

8

Chapter III: Chapter three: Ethical decision making and moral judgment 3.1 How can we make ethical decisions and actions

o Ethical principles and values of moral judgment

o Moral institutions and critical reasoning o Rationalization o Types of reasoning o Ethics and religious faith o Testing moral arguments

3.2 Thinking ethically: a framework for decision

making

o Fairness and Justice Approach o The Common Good Approach o The Rights Approach

3.3. To Whom or What Does Morality Apply? o Religious Morality o Morality and Nature o Individual Morality o Social Morality

3.4. Who is Morally/Ethically Responsible? o Moral Judgments o What Makes an Action Moral?

3.5 Why Should Human Beings Be Moral? o Argument from Enlightened Self-Interest o Argument from Tradition and Law o Common Human Needs

Brainstorming

Gaped Lecture,

Group Discussion,

Pair Discussion,

Peer-Learning

Self-Reading.

Debate



Doing class works


Identify the

moral

foundations

we base our

ethical

standards.

Identify how

good ethical

decision

made.

Understand

why we need

to be moral.

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121

Wee

ks

9-1

2

Chapter Four: State, Government and Citizenship 4.1. Defining State 4.2. Rival Theories of State

o The Pluralist State o The Capitalist State o The Leviathan State o The Patriarchal State

4.3. The Role of the State o Minimal States o Developmental States o Social Democratic (Welfare) States o Collectivized States o Totalitarian States o Religious States

4.4. Understanding Government o What is Government? o Purposes and Functions of Government

4.5. Understanding Citizenship o Defining Citizenship o Theorizing Citizenship

Citizenship in Liberal Thought

Citizenship in Communitarian Thought

Citizenship in Republican Thought

Multicultural Citizenship o Modes/Ways of Acquiring and Loosing

Citizenship o Ways of Acquiring Citizenship o The Modes of Acquiring Ethiopian

Citizenship o Dual Citizenship o Ways of Loosing Citizenship o Statelessness

Brainstorming

Gaped Lecture,

Group Discussion,

Pair Discussion,

Peer-Learning

Self-Reading.

Debate



Doing class works


Define state

Distinguish the different theories of state

Explain the role of state in different perspectives

Elaborate the main functions of government

Define citizenship

Identify the different theories of state

Explain ways of gaining and losing citizenship

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122

Wee

ks

13-1

6

Chapter V: Constitution, Democracy and

Human Rights

5.1. Constitution and Constitutionalism

Peculiar features of Constitution

Major Purpose and Functions of

Classification of Constitutions

The Constitutional Experience of

Ethiopia: pre and post 1931

5.2. Democracy and Democratization

Definitions and Forms of Democracy

Views on Democracy: Substantive

and Procedural Views

Fundamental Values and Principles of

Democracy

Democratization and Its Waves

Major actors in Democratization

Process

Democracy and Good Governance in

Ethiopia

5.3. Human Rights

Definitions and Nature of Human

Rights

Basic Characteristics of Human

Rights

Dimensions of Human Rights

The Protection and Promotion of

Human Rights

- Human Rights Instruments:

Documents

- Oversight Mechanisms: Institutions

Brainstorming

Gaped Lecture,

Group

Discussion,

Pair Discussion,

Peer-Learning

Self-Reading.

Debate



Doing class works


Discern the

deference

between

constitution

and

constitutionalis

m

Describe the

major functions

of type of

constitution

Explain the

traditional and

written

constitutional

experience of

Ethiopia

Elaborate the

views on

democracy

Identify the

basic features

of human rights


Assessment Quiz------------------------------------------------------------------------------------7%

Test-------------------------------------------------------------------------------------8%

Group Assignment------------------------------------------------------------------10%

Mid -Exam-----------------------------------------------------------------------------25%.

Final Exam------------------------------------------------------------------------------50% Total----------------------------------------------------------------------------------------- 100%

Course policy

A student has to:




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123

Approval Sheet

Name Signature Date

Instructor_____________________ ______________ ______________

Chair holder___________________ ______________ ______________

Department head_______________ ______________ ______________



References

Alexander, Larry (eds.).(1998). Constitutionalism: Philosophical Foundations. Cambridge: Cambridge University Press. Assefa Fisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia: Comparative Study. Utrecht:

Wolf Legal Publishers. Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from Main Street America.

Dayton, Ohio: The Foundation. David S. Oderberg and Timothy Chapel. (2004). Human values, new essays on ethics and natural law palgrave

Macmillan, Great Britain. Fasil Nahum. 1997. Constitution for a Nation of Nations: The Ethiopian Prospect. Lawrenceville,NJ: Red Sea

Publishers. FDRE. (1995). The Constitution of the Federal Democratic of Ethiopia. Federal NegarritGazeta: Addis Abeba

Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada

Frechette,S. (1981). Environmental Ethics. U.S.A.: The Boxwood Press. Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York. James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book. Haile Selassie I university:

Addis Ababa. Jeavons, T. (1991). Learning for the common good: liberal education, civic education, and teaching about

philanthropy. Washington, DC: Association of American Colleges. John M.Rist Real Ethics. (2004).Reconsidering the Foundations of Morality Cambridge university press U.K and

U.S.A

Macedo, S. (2000). Diversity and distrust: civic education in a multicultural democracy. Cambridge, Mass: Harvard University Press.

Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American Democracy. Lawrence, Kansas: University Press of Kansas.

Munitz, Milton K., (ed.) (1961). A Modern Introduction to Ethics, The Free Press of Clencoe

Navia, Luis E. and Kelly, Eugene. (1980). Ethics and the Search for Values, Prometheus Books.

Niemi, R. G., &Junn, J. (1998). Civic education: what makes students learn? New Haven: Yale University Press. Norman, Richard. (1985). The Moral Photospheres: An introduction to Ethics, Oxford, and Clarendon Press. Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara: Africa World Press.

Oppenheim, A. N. (1977). Civic education and participation in democracy: the German case. London; Beverly Hills: Sage.

Penrose, W. O. (1952). Freedom is ourselves: Legal rights and duties of the citizen as a basis for civic education. Newark: University of Delaware Press.

P a g e | 124

124





Course Title Social Anthropology

Course Code Anth1012

Credit Hrs/ECTS

Cr Hrs = 2 L = 2 T = 0 P = 0 H = 6 CP= 4

Contact Hours 2

Semester II

Year I

Pre-requisites None

Target group DRMSD first year students

Status of the Course Common Course

Instructor’s Name and Address

7. COURSE DESCRIPTION This course is designed to introduce the anthropology of Ethiopian societies and cultures to first year

students' of Higher Learning Institutions (HLIs). It covers basic concepts of anthropology such as culture,

society and humanity. It also discusses themes including unity and diversity; kinship, marriage and

family; indigenous knowledge systems and local governance, identity, multiculturalism, conflict, conflict

resolution and peacemaking system; intra and inter-ethnic relations of Ethiopian peoples. In addition, the

course explores culture areas of Ethiopia such as plough culture, Enset culture and pastoralism. The

course further covers marginalized minority and vulnerable groups in terms of age, gender, occupation

and ethnicity by taking ethnographic case studies into account and discuss ways of inclusive growth.

8. COURSE OBJECTIVES

Upon completion of this course the students will be able to:

o Develop an understanding of the nature of anthropology and its broader scope in making sense of

humanity in a global perspective;

o Understand the cultural and biological diversity of humanity and unity in diversity across the world and

in Ethiopia;

o Analyze the problems of ethnocentrism against the backdrop of cultural relativism;

o Realize the socially constructed nature of identities & social categories such as gender, ethnicity, race

and sexuality;

o Explore the various peoples and cultures of Ethiopia;

o Understand the social, cultural, political, religious& economic life of different ethno linguistic &

cultural groups of Ethiopia;

o Understand different forms marginalization and develop skills inclusiveness;

o Appreciate the customary systems of governance and conflict resolution institutions of the various

peoples of Ethiopia;

o Know about values, norms and cultural practices that maintain society together;

o Recognize the culture area of peoples of Ethiopia and the forms of interaction developed over time

P a g e | 125

125

among themselves; and

o Develop broader views and skills to deal with people from a wide variety of socioeconomic and cultural

backgrounds.

4. EXPECTED LEARNING OUTCOMES

Up on successful completion of this course, students will be able to:

Understand the nature of the discipline of Social Anthropology.

Understand (social) anthological perspectives.

Describe various anthropological theories and concepts.

Identify basic elements of culture and social life (groups, institutions, organizations, society).

Explain human cultural diversity.

Describe theories of race and ethnicity.

Understand multiculturalism and enter-ethnic relations.

Apply their knowledge to comprehend their surroundings.


5.1. Course content, methods & strategies, and learning outcomes

Tim

e

Contents and sub-contents Methods and

strategies Student Task

Learning Outcomes: At

the end of this chapter


Wee

k 1

, 2, 3, &

4

1. Introducing Anthropology and its

Subject matter (8 hrs)

1.1. Sketching the subject matter, scope

and concerns of anthropology.

1.1.1. Anthropological imagination:

asking questions and seeing the

world anthropologically. 1.1.2. Defining Features of

Anthropology- holism, relativism

& comparative perspectives

1.1.3. Methods of Research in

anthropology: ethnography &

ethnographic methods. 1.2. Sub-fields of Anthropology: Four

Mirrors for Understanding

Humanity.

1.3. The relation between anthropology

and other disciplines.

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Define

anthropology and

social

anthropology

Describe the

subject matter of

social

anthropology

Explain the essence

of anthropological

perspective

Describe research

method in social

anthropology

Explain the relation

between social

anthropology and

other social

sciences.

P a g e | 126

126

Wee

k 5

, 6, 7, &

8

2. Culture and Society (8 hrs)

2.1. Conceptualizing Culture: What

Culture Is and What Culture Isn’t?

2.2. Characteristics features of culture:

what differentiates culture from other

traditions?

2.3. Aspects of Culture –Material &

Non-material (values, beliefs & norms)

2.4. Levels of culture: universality,

generality and particularity (cultural

diversity)

2.5. Ethnocentrism, Cultural relativism,

and human rights

2.6. Cultural Change: what is cultural

change?

Cultural Diffusion versus

Cultural Assimilation

Innovation

2.7. Culture areas and cultural contacts

in Ethiopia:

2.7.1.Plough culture area

2.7.2.Enset culture area

2.7.3. Pastoral societies culture area

2.7.4. Historical and social

interactions between culture areas

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Define the concepts of

culture and society.

Describe the features of

culture.

Acquire basic

knowledge on the

aspects and levels of

culture.

Describe the attitudes

toward cultural

variation.

Discuss cultural change.

Explain cultural

diversity.

Discuss major

anthropological works

in the case of Ethiopian

societies and cultures

Wee

k 9

& 1

0

3. Social Organizations and

Relationships (4 hrs)

3.1. Marriage - rules, functions and

forms of Marriage

3.2. Family: types and functions of

Family

3.3. Kinship System: types of kin

groups and rules of descent

3.4. Kinship and Gender Across

Cultures

3.5. Sex and Gender: Mapping

differences in cross cultural

perspective

3.6. Gender –as power relations

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Home work

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Define the concept of

social organization.

Describe family and

kinship as forms of

social institutions and

organizations.

Explain the nexus

among kinship, sex, and

gender.

P a g e | 127

127

Wee

k 1

1 &

12

4. Religion and Religious Diversity

(4 hrs)

4.1. The concept of religion

4.2. Origin, functions and expressions

of religion

4.3. Kinds of Religion

4.4. Religion and Change:

Revitalization and

Fundamentalism

Syncretism

Anti-modernism and

fundamentalism

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Home work

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Acquire knowledge on

the concept of religion.

Describe the origin &

functions of religion.

Describe kinds of

religion.

Explain religion and

change.

Wee

k 1

3 &

14

5. Theories of inter-ethnic relations

and multiculturalism in Ethiopia(4

hrs) 5.1. The Scales of Human Identity:

Who am I? Understanding ‘self’ &

‘other’ 5.2. Ethnicity and Race: What’s in a

name?

5.3. Ethnic Groups & Ethnic Identity

5.4. Race –the social construction of

racial identity

5.5. Primordialism, Instrumentalism,

Social constructivism

5.6. Debates on inter-ethnic relations

and identities

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Home work

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Describe inter-ethnic

relations.

Discuss the concept of

multiculturalism.

Describe the

perspectives of social

theories on ethnicity and

race.

Explain multiculturalism

and inter-ethnic

relations in Ethiopia.

Wee

k 1

5 &

16

6. Customary and local governance

systems in Ethiopia (4 hrs)

6.1. Indigenous intra and inter-ethnic

conflict resolution institutions

Ethnographic cases:

commonalities and shared

practices (e.g., Oromo and

Somali, Afar and Tigray;

Gedeo and Oromo; Guraghe

and Siltie; Amhara and Tigray)

6.2. Customary/Local governance

systems

Ethnographic cases: Oromo

Geda; Somali-Gurti; Gamo,

Gofa, Wolayita-Woga;

Guraghe-Sera

Brainstorming

Gaped lecture

Group discussion

Pair discussion

Home work

Attending lectures

and discussions.

Asking and

answering

questions.

Participating in

group discussion.

Doing class work

and homework.

Define the concept of

indigenous knowledge.

Describe indigenous

conflict resolution

mechanisms in Ethiopia.

Discuss customary/local

governance systems in

Ethiopia.

5.2. Assessment strategies and techniques and course policy

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128

Assessment

Continuous Assessment (test: 9; quiz: 8; assignment: 8).…..………. 25%

Mid Exam…………………………………………………………… 25%

Final Exam...……………………………...….……………………… 50%

Total ………………………………………………………………… 100%

Course policy

A student has to:


Take all continuous assessments and mid exam.


Respect all rules and regulations of the university.

5.3. Instructional resources

Textbooks:

Ferraro, G. and Andreatta, S. (2010). Cultural Anthropology: An Applied Perspective. (8th

ed.).

Belmont, CA: Wadsworth Cengage Learning.

Guest, K. J. (2016). Essentials of Cultural Anthropology. (1st ed.). Canada: W. W. Norton &

Company, Inc.

Kottak, C. P. (2015). Cultural Anthropology: Appreciating Cultural Diversity. (16th

ed.). New York:

McGraw Hill.

References:

Asmarom Legesse. (2006). Oromo Democracy: an Indigenous African Political System. The Red Sea

Press, Inc.

Clifored Geertz. (1973). The Interpretation of Cultures. A Division of Harper Collins Publishers.

Donald N. Levine. (1972). Wax & Gold: Tradition and Innovation in Ethiopian Culture. Chicago &

London: The University of Chicago Press.

Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and cultural

anthropology. London: Pluto Press.

Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.

Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London: Pluto Press.

Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto Press.

Pankhurst. R. (1990). A Social History Ethiopia. Addis Ababa: Institute of Ethiopian Studies, Addis

Ababa University.

Richard Jenkins. (2006). Rethinking Ethnicity. London: Sage Publication.

Shack, William S. (1966). The Gurage: A People of the Enset Culture. London: Oxford University

Press.

Smith, C. and Davies, E. (2008). Anthropology for Dummies. Indianapolis, Indiana: Wiley

Publishing, Inc.

Approval Section

Name Signature Date



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129



Department of Disaster Risk Management and Sustainable Development


Course Title Inclusiveness

Course Code Incl1012


Semester II

Year I

Pre-requisites None

Target Group DRMSD first year students

Instructor‟s Name and Address:



Development efforts of any organization need to include and benefit people with various types of disabilities, people at risks of

exclusion/discrimination and marginalization, through providing quality education and training, creating equity, accessibility,

employability, promoting prosperity, reducing poverty and enhancing peace, stability and creating inclusive society. Unfortunately,

this has not been the practice for the majority of people with disabilities and vulnerable groups, due to unfavorable attitude,

negligence, inaccessibility and exclusion from all development endeavors. It is obvious that people with disabilities are the large

stand most disadvantaged minority in the world. They are about 15 percent of the global population (about one billion people), and

17.6 million in Ethiopia, with most extended families including someone with a disability (World Health Organization and World

Bank and 2011). An exclusion practice of this large number of persons with disabilities in Ethiopia is an indicator of violating

fundamental human rights that undermines their potential/ability to contribute to poverty reduction and economic growth within

their household, their community and the country. It is clear that it is not impairment, but the exclusion practices that has

contributed for insecurity (conflict), poverty aggravation for persons with disabilities and vulnerabilities, that has highly demanding

inclusive practices. Exclusion practices of persons with disabilities have a long history, affecting the life of people with disabilities

and the society at large. In the past and even today people have been discriminated due to their disabilities.

Inclusiveness promotes effective developments through full participation of all members of a population, people with disabilities

and vulnerabilities, where all are equal contributors of development and equitable beneficiaries. Through inclusive

practices, it is possible to identify and remove social and physical barriers so that people with disabilities and vulnerabilities can

participate and benefit from all developments. Genuine inclusion of people with disabilities and vulnerabilities allow of them to

actively participate in development processes and eliminate dependence syndrome, leads to broader benefits for families and

communities, reduces the impacts of poverty, and positively contributes to a country‟s economic growth, development and

ultimately create inclusive society. All stages of development processes of any organization should be inclusive through creating

equal access to education, health care services, work and employment, social protection and all development center of human being.

Hence, in this course, the higher education students will learn how to assess, understand and address the needs of persons with

disabilities and vulnerabilities; and provide relevant support or seek extra support from experts. He/she also learns how to adapt and

implementing services for an inclusive environment that aimed to develop holistic development such as affective, cognitive and

P a g e | 130

130

psychosocial skills of the population with disabilities and vulnerabilities. Identification and removal/management of environmental

barriers would find a crucial place in the course. The students learn how to give more attention and support for persons with;

hearing impairments, visual impairment, deaf-Blind, autism, physical and health impairments, intellectually challenged, emotional

and behavior disorders, learning difficulty, communication disorders, vulnerable persons including gifted and talented, and those at

risk due to different reason (persons who are environmentally and culturally deprived, abused, torched, abandoned, and

orphaned..etc.). All University students should be given the chance to study the specific developmental characteristics of each group

of persons with disabilities and vulnerabilities. Furth more, they also identify the major environmental and social barriers that

hinder the development of individuals; and come up with appropriate intervention strategies in inclusive settings of their respective

professional environment and any development settings where all citizens are equally benefited.

3.Objective of the course The objective of this course is to develop knowledge, skill and attitude of the learners so that they can provide appropriate services,

the tools and strategies that help to create a convenient inclusive environment. This course encourages learners exploring the

benefits of collaborating with colleagues to design and implement inclusion an all sphere of life. It also guides the discovery of

ways to modify environment as well as services and practices to meet the needs of all persons with disabilities and vulnerabilities in

inclusive environment. As a result of reviewing various reading materials, completing the assignments, engaging in related

discussions, and strongly workings on activities, towards the completion of the course, the students will be able to:

Identify the needs and potentials of persons with disabilities and vulnerabilities.

Identify environmental and social barriers that hinder the needs, potentials and full participations, in all aspects of life of

persons disabilities and vulnerabilities

Demonstrate desirable inclusive attitude towards all persons with disabilities and vulnerabilities in full participations

Apply various assessment strategies for service provisions for evidence-based planning and implementation to meet the needs

of persons with disabilities and vulnerabilities

Adapt environments and services according to the need and potential of the persons with disabilities and vulnerabilities

Utilize appropriate assistive technology and other support mechanisms that address the needs of persons with disabilities and

vulnerabilities

Respect and advocate for the right of persons with disabilities and vulnerabilities

Collaboratively work with special needs experts and significant others for the life success of all persons with disabilities and

vulnerabilities in every endeavor and in all environments.

Create and maintain successful inclusive environment for persons with disabilities and vulnerabilities

Promote the process of building inclusive society



Tim

e



Learning Outcomes:

At the end of this chapter students

will be able to:

Wee

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-3

Chapter 1: Understanding Disabilities

and Vulnerabilities 1.9 Definitions of disability and vulnerability

1.10 Types of disabilities and vulnerabilities

1.11 Causes of disability and vulnerability

1.12 Historical movements from segregation to

inclusion

1.13 The effects of attitude on the move towards

inclusion

1.14 Models of disability

Listening

discussion

Reflections

Gapped

Lecture

Attend the

lesson

Listen and

take notes

Answer

questions

Read

Doing class

works and

home

works,

Reflects

Define disability and

vulnerability

List different types of

disabilities and vulnerabilities

Explain brief causes of

disability and vulnerability

Describe the brief historical

movements from segregation

to inclusion

Describe the effect of attitude

on the move towards

inclusion

Discuss models of disability

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131

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&5

Chapter 2: Concept of Inclusion

2.4 Definition inclusion

2.5 Principles of inclusion

2.6 Rationale for inclusion

2.7 Features inclusive environment

Listening

Note-taking

Brainstormi

ng

Gapped

Lecture

Group

discussion

Class work

Tutorials

Attend the

lesson

Listen and

take short

notes,

Asking and

answering

questions,

Doing class

works and

home

works,

Participatin

g in group

discussions

Reflects

Define inclusion

Discuss the principles of

inclusion

Discuss the rationale for

inclusion

Describe inclusive

environment

Wee

ks

6-9

Chapter 3: Identification, Assessment and

Differentiated Services

3.1 Level of disabilities for support

3.2 Needs and potentials of persons with

disabilities

3.3 Needs and potentials of persons with

vulnerabilities

3.4 Assessment and evaluation Availability of

legal frameworks in line with inclusion

3.5 Assessment and evaluation inclusiveness of

the sector plans

3.6 Assessment and evaluation attitude towards

inclusion

3.7 Assessment and evaluation of accessibilities

of social and physical environments

3.8 Assessment and evaluation of strategies and

plans that remove social and physical

barriers to facilitate inclusiveness

3.9 The components and purpose of

differentiated service plans

3.10, Assistive technologies and software to

enhance inclusion

Brainstormi

ng

Gapped

Lecture

Group

discussion/c

ooperative

teaching

Class work

Reflections

Group and

individual

presentation

Field visit

Role-play

Seminar

Attend the

lesson

Asking and

answering

questions,

Group

discussion

Doing

group and

individual

presentatio

ns

Participatin

g in group

discussions

, field

visits,

Reflection

Special

needs/Inclu

sive

education

experts

consultatio

n

Refer to identify the level of

disability to the right

professionals for appropriate

support

Identify the needs and

potential of persons with

disabilities for support

Identify the needs of persons

with vulnerabilities for

support

Assess and evaluate the

availability of legal

frameworks in line with

inclusion


inclusiveness of the sector

plans


favorability of attitude


accessibilities of social and

physical environments

Design strategies and plans

that remove social and

physical barriers to facilitate

inclusiveness

Describe the components and

purpose of differentiated

services plans

Use applicable assistive

technologies and software to

enhance inclusion

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132

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Chapter 4: Promoting Inclusive Culture

4.3 Definition of Inclusive Culture

4.4 Dimensions of Inclusive culture

4.5 Policy related to Inclusive Culture

4.6 Building Inclusive Community

4.7 Means of Establishing Inclusive Culture

4.8 Inclusive Values

4.9 Indigenous Inclusive Values and Practices

Brainstormi

ng

Cooperative

teaching

Group

discussion

Reflections

Gapped

Lecture

Role-play

Individua

l/group

presentati

on

Asking and

answering

questions,

Doing

individual/

group

assignment

,

Participatin

g in group

discussions

Reflects

Expert

consultation

Define Inclusive Culture

Discus the dimensions of

Inclusive culture

Evaluate policy related to

Inclusive Culture

Explain the process of

building community for

inclusive culture

Discus approaches of

establishing inclusive culture

Discuss inclusive values

Explore and discuss

indigenous inclusive values

Evaluate existing inclusive

practices

P a g e | 133

133

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1&

12

Chapter 5: Inclusion for Peace, Democracy and

Development

5.1. Definition of Peace, Democracy and

development from the perspective of

Inclusiveness

5.2. Sources of exclusionary practices

5.3. Exclusionary practices in the community

5.4. Respectingdiverse needs, culture, values,

demands and ideas

5.5. Conflict emanated from exclusion

5.6. The full participation of the marginalized

group of people

5.7. The democratic principles for inclusive

practices

5.8. The importance of inclusion for

psychosocial development

5.9. The importance of inclusion for economic

development

5.10. The importance of inclusion for peace

Brainstorm

ing

Using

cooperativ

e learning

Individual

work and

group

work

Group

discussion

Reflections

Gapped

Lecture

Role-play

Seminar

Asking

and

answering

questions,

Doing

group and

individual

works,

Group

discussions

Reflection

Participation

in role play

and seminar

Define Peace, Democracy and

development from the

perspective of Inclusiveness

Identify sources of

exclusionary practices

Discuss exclusionary

practices in the community

Discuss respecting diverse

needs, culture, values,

demands and ideas

Discus conflict emanated

from exclusion

Explain means and benefits of

participation of the

marginalized group of people

Discuss the democratic

principles for inclusive

practices

Explain the importance of

inclusion for psychosocial

development

Elaborate the importance of

inclusion for economic

development

Discus the importance of

inclusion for peace

Wee

k 1

3

Chapter 6: Legal frame work

6.1. Components of legal framework

6.2. International legal frame works in

relation to inclusiveness

6.3. National legal frame works in


Brainstorm

ing

Using

cooperativ

e learning

Individual

and group

assignment Group

discussion

Reflections

Gapped

Lecture

Role-play

Field

visit

Asking and

answering

questions,

Doing

group and

individual

works and

presentatio

ns

Group

discussions

Reflection

Participatio

n in role

play and

field visit

Define the components of

legal framework

Identify all international and

national legal frame works in


Discus the legal frameworks

and their implementations

Exploring the gaps of the

legal framework specific to

the sector

Assess and evaluate persons

with disabilities are equally

and equitably treated

Assess and evaluate the legal

frameworks and plans are

implemented

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134

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4

Chapter 7 Resources Management for

Inclusion

7.1. Resources for inclusion

7.2. Planning for inclusion services

Brainstorm

ing

Using

cooperativ

e learning Interactive

lecture

Group

discussion

Reflection

assignment

Asking and

answering

questions,

Group

discussions

Reflection

Define inclusive resources

Explain the need of planning

for inclusion services

Identify appropriate resources

for inclusive development

Discus how to develop budget

for inclusive services

Wee

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5&

16

Chapter 8: Collaborative Partnerships with

stakeholders

8.1. Definition of collaboration, partnership and

stack holder

8.2. Key elements of successful collaboration

8.3. The benefits and challenges of collaboration

for various stakeholders for the success of

inclusion

8.4. The strategies for effective co-planning and

team working

8.5. Characteristics of successful stockholders‟

partnerships

8.6. Strategies for community involvement

Brainstormi

ng

Using

cooperative

teaching

Interactive

lecture

Group

discussion

Reflection

assignment

Role-play

field

visit

Asking and

answering

questions,

Doing

group

discussion,

Reflection

Participatio

n in field

visit and

role-play

Define collaboration,

partnership and stakeholder

Identify key elements of

successful collaboration

Describe the benefits and

challenges of collaboration

for various stakeholders for

the success of inclusion

Discus the strategies for

effective co-planning and

team working

Identify characteristics of

successful partnerships

Design strategies for

community involvement


Assessment Test.……………………………………………………………………..….10%

Assignment/group/assignment …..………………………………………..10%

Quiz------------------------------------------------------------------------------------5%

Midterm Exam………………………………………………………….….25%.

Final Exam ………………………………………………………………..50%

Total………………………………………………..…………………….… 100%

Course policy

A student has to:






Module

Module for the course: Inclusiveness

References

1. Alemayehu Teklemariam and TemsegenFereja (2011). Special Need Education in Ethiopia: Practice of Special Needs

Education around the World. Washington: Gallaudet University Press.

2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore

3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary Education (2004).

4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a University Discipline: An

Important step on the way to Education for All. In When All Means All. Hakapaino Oy: Helsinki

5. TirussewTeferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating disability into EFA Fast Track

Initiative Process and National Education Plans in Ethiopia. World Vision

6. MOE (2007). School Improvement Program

P a g e | 135

135

7. MOE (2010). Special Needs Program strategies implementation guide.

8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa

9. Understanding and responding to children‟s need in inclusive classroom (2010).

www.european-agency.org

10. ዓለማየሁትክለማርያም (2009). በመተባበርመማር፡- አንድለሁሉም፣ ሁሉምለአንድ፣ አዲስአበባ፡- ፋርኢስትአታሚ

11. ዓለማየሁትክለማርያም (2011). አካቶትምህርትለምን፣ምን፣ለነማንእንዴት፤ አዲስአበባ፡- ፋርኢስትአታሚ

Approval section

Name Signature Date

Instructor’s

Chair Holder’s

Department Head’s



Program Disaster Risk Management and Sustainable Development

Courses code Drms 2031

Courses Title Introduction to Disaster Risk Management

Degree Program BSc. in Disaster Risk Management and Sustainable Development

Module name Conceptual Understanding of Disaster Risk Management

Module number 03

Course chair

Instructor/Tutor

CP credit (CP) 6

Contact hours Lectures Tutorials &

seminars

Laboratory &

workshop

Home

Study

Total

48 - - 114 162

Lecture days, hours &

room

Tutorial /lab days &

hour

Target group 2nd

Year Disaster Risk Management and Sustainable Development

P a g e | 136

136

Students

Year /semester 2nd

Year, 1st Semester

Pre-requisites None

Status of the course Major

Course Description:

The course deals about the fundamentals of disaster management, concepts, definitions and elements of

disaster and disaster risk management; multidisciplinary nature of the subject disaster risk management;

paradigm shift in disaster risk management understanding and approaches; types of disaster risk

management approaches and disaster models

Course Objectives:

At the end of the course students should be able to:

Understand the basic concepts, nature and issues related to disaster and disaster management

Understand the fundamentals of disaster and disaster management

Define key terminologies in disaster risk management

Understand basic methodologies in disaster risk assessment

Describe the various approaches of disaster management and disaster models

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137

Schedule of lecture topics, Activities and readings

Week Lecture

(hrs)

Conceptual focus Activities/tasks Readings

W1-2 6 CHAPTER 1: Introduction to disaster

management

1.1.Basics Concepts evolving terminologies

in Disaster Management

1.2.Nature and Scope of Disaster

Management

1.3.Historical Evolution


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

compiled by

the teacher

W3-5

9 1.4. Classification of Disasters

Socio-Natural Disasters

Anthropogenic Disasters

Technological Disasters


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

1.5 .Elements of disaster management

1.6. Disaster as multidisciplinary field

1.7. Disaster Risks Trends

Global Disaster Risk Trends

Costs and Frequency

Historical Review of Disasters Trends

1.7. Case Studies on Impacts of Disasters

Economic

Social

Environmental

Physical Infrastructure


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Adams, J.

1994. At Risk.

UCL Press,

London

W6-8

9 CHAPTER 2: DISASTER RISK

MANAGEMENT

2.1.Introduction to Disaster Risk

Management

Hazards

Disaster Risk

Vulnerability (Types and Causes,

Models)

Capacity and Types of Capacity

Level of Capacities

3.2.Meaning and scope of disaster risk

management

Paradigm shift in disaster risk management

HFA and Post HFA framework

SDGs, Sendai framework (2015-2030) and


during lecturing,

group discussion,

take notes from

lecture and

Blaikie, P.

1994. At Risk.

Natural

Hazards,

People‟s

P a g e | 138

138

Paris agreement

Development in International protocols

assignment

presentation

Vulnerability,

and Disasters.

Rutledge,

London. W9-10 9 3.2 Components of Risk and Risk

Assessment

-Hazard assessment

Vulnerability Assessment

Capacity analysis

Risk Assessment

Multi-Hazard Vulnerability and Risk

Assessment

Perception and Attitude Assessment

-Resilience Assessment

Concepts and approaches

Adaptation and Resilience

Linkage between hazards, vulnerability and

resilience

Resilience Frameworks


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

W11-13 9 CHAPTER 3: DISASTER

MANAGEMENT CYCLE


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

prepared by the

teacher -Pre-disaster phase (prevention, mitigation

and preparedness)

-Disaster phase (Relief-Response)

-Post disaster phase (Recovery,

Rehabilitation and reconstruction)

W14-16 9 CHAPTER 4: DISASTER RISK

MANAGEMENT APPROACHES AND

MODELS

4.1. Approaches to Risk Management

-Structural Risk Reduction Strategies

-Non-Structural Risk Reduction Strategies

including Risk Transfer,

-Insurance and Risk Financing


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

prepared by the

teacher

4.2.Disaster management models

-Disaster continuum model

-Pre- during and after disaster model

-Expand and stretched disaster model

-Pressure, release or crunch model

-Livelihood Approaches

-Disaster Formula

-DRR and others

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139

INSTRUCTIONAL METHODS

The mode of the delivery of the course includes lecture, questioning and answering, group work,

discussion, assignment and presentation, and field work.

ASSESSMENT OF LEARNING

Evaluation is carried out on continuous assessment base

Assessment methods and their value

Quiz -----------------------------------------------------------------------------------7%

Test -----------------------------------------------------------------------------------8%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%

Grading: is as per the university regulation

Course policy

All students are expected to abide by the code of conduct of students (article 194, 195, 196, 197,

198 and 199, of the Senate Legislation of Bahir Dar University May 09, 2019) throughout this

course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be

tolerated and will be reported to concerned bodies for action. If you need to read it, you can get a

copy (to be copied by yourself) of it from your academic advisor. Class activities will vary day to

day, ranging from lectures to discussions. Since the course does have a number of practical

exercises in the laboratory, students are urged to attend every practical session. Students will be

active participants in the course. You need to ask questions and raise issues. I expect you to do

all the assignments you are supposed to accomplish. You are required to submit and present the

assignments provided according to the time table indicated. I‟ll give out the directions, if I find it

necessary, for the assignments one week prior to their due date. Note on class attendance and

participation: You are expected to attend class regularly. I will take attendance during the period

of time this course is offered. If you miss more than 15% of the class attendance you will not sit

for final exams. Please try to be on time for class. Cell phones MUST be turned off before

entering the class as they are disruptive and annoying to all of us in the class. So please make

sure your cell phone is turned off before entering the class. You are responsible for all class

announcements and changes. All issues discussed in class or derived from other sources may be

the subject of assignment or final exam question items.

Cell phones: Cell phones must be turned off before entering the class as they are disruptive and annoying

to all of us in the class. So, please make sure your cell phone is turned off before entering the class. You

are responsible for all class announcements and changes.

Reference:

1. Adams, J. 1994. At Risk. UCL Press, London

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140

2. Alexander, D. 1993. Natural Disasters. UCL Press, London

3. Bryant, E. 1991. Natural Hazards. CUP, Cambridge

4. Blaikie, P. 1994. At Risk. Natural Hazards, People‟s Vulnerability, and Disasters.

Rutledge, London.

Approved by:

_____________________________________ ________________

Name Course Instructor /Tutor Signature

_____________________________________ ________________

Name Course chair Signature

_____________________________________ ________________

Name Department head Signature




Courses code Geog2022

Courses Title Environment and Natural Resources

Degree Program BSc in Disaster Risk Management and Sustainable Development

Module name SUPPORTIVE COURSES

Module number 02

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home Study Total

32 49 81

Lecture days, hours,&

room

Mon1-2, Tue 1, B3R1


Target group 1st Year Disaster Risk Management and Sustainable Development Students

Year /semester 1st Year, 1

st Semester

Pre-requisites none

Status of the course Supportive

Course Description

Students shall be well grounded in a comprehensive knowledge of the holistic perspective of the environment and

natural resources and empowered through analytical techniques and management skills to apply such knowledge to

the sustainable management of the environment. It embraces a wide variety of topics from different areas of study,

P a g e | 141

141

including among others environment, energy, the Earth systems, human-nature interaction; Environmental problems

have a cultural and social context, sustainable development.

Objectives

At the end of course work, the students will be able to

Define environmental and natural resources and explain its principles and scope.

Comprehend how the earth‟s natural system operate and interrelate with one another.

Describe how human activities impact natural systems.

Summarize major environmental and natural resources policies and regulations

Engage in problem solving of environmental issues.

Weeks conceptual Focus and contents Activities/ Task Reading/Assignments/Discussions

Week

1

Chapter ONE: BASICS AND CONCEPTS OF

ENVIRONMENT AND NATURAL RESOURCES

Introduction

Describe the scope of Environment and natural

resources

Identify global Environmental problems.

Summarize the linkage between Population-resource-

environment.

Explain how Population size becomes as global

environmental challenge.

Explain the nexus among Development-resources-

sustainability.

Identify the Earth materials.

take note from

Lecture , forward

any quarries,

Group discussion

Be able to answer

Evaluations, and

take assignments

Test 1

Andrew, The human impact on the

Natural Environment, Seventh Edition

Week

2

Chapter Two: The Earth’s atmosphere

Evolution and composition of the atmosphere

Vertical layers of the atmosphere and their

characteristics

Energy balance of the Earth and its atmosphere

Energy flow and consequence of differential energy

distribution

Quiz 1

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142

CHAPTER Three: ENVIRONMENTAL PLANNING LAW

AND POLICY

Definitions of terminologies. Concept, evolution,

purpose and structure of Environmental Law.

International Agreements, Conventions and Treaties

in Environmental Law.

Environmental Law and International action on

Management

of Environmental Resources

Sectoral and functional environmental laws. The

institutionalization of Environmental Policy,

planning and

management.

Answer questions

Group discussion

Group

presentations,

An introduction to its interior, surface

and atmosphere, Cambridge

University Press, Year: 2008


Natural Environment, Seventh

Edition,

Hogan, E., Robert, J., Grassi, G., and

Bridge water, A. V. (eds.).

(1992). „„Biomass Thermal

Processing. Proceedings of the First

Canada/European Community

Contractors Meeting.‟‟ CPL

Press, Berkshire, United Kingdom.

Week

3, 4

CHAPTER FOUR: THE ROLE OF FORESTRY

IN THE ENVIRONMENT

Introduction to socio-economic and

ecological roles of forests

Forest cover history of Ethiopia

.Natural high forests

.Planted forests

Woodlands and other vegetation covers

Importance of forests in Ethiopia

Role in national economy

Role in local economy and socio-culture

Ecological roles

Participate on

Presentations , and

discussions

Be able to answer

Evaluations, and

take assignments


Natural Environment, Seventh Edition

„„First Biomass Conference of the

Americas: Energy, Environment,

Agriculture, and Industry,‟‟ Vols. I–III

(1993, 1942). NREL/CP-200-5768,

DE93010050 (and subsequent biennial

books).

National Renewable Energy

Laboratory, Golden, CO.

Klass, D. L. (ed.). (1993). „„Energy

from Biomass and Wastes XVI

(and previous annual books).‟‟

Institute of Gas Technology,

Chicago, IL.

Chapter Five: Global water Resources

The concept of water

The hydrosphere

The hydrologic cycle

Distribution of Water Resource

Answer questions

take note from

Lecture , forward

any quarries,

Group discussion

Xu, Y., &Braune, E.

(2009). Sustainable groundwater

resources in Africa: water supply and

sanitation environment. CRC Press.

Kay, B. (Ed.). (2006). Water

resources: Health, environment and

development. CRC Press.

Week

7,8 and

9,10,11

Chapter Six: Energy and Environment

What is energy

Energy Concepts

Energy and development

Global energy matters

Energy sources and trends

Historical background and trends

Types of renewable energy

Participate on

Presentations , and

discussions

Be able to answer

Evaluations, and

take assignments

Quiz 2

Chris Miller (2001) Planning and

Environmental Protection: A Review

of Law and Policy

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143

Global energy use

National Energy use status

Future energy needs

Comparison of renewable and non- renewable energy

source

Renewable energy Resource and its

Environmental impact

Energy Consumption

Energy Supply

Environmental and Social Impacts of Energy

Production and consumption.

Energy conservation

Features of mineral and energy resources

Features of environmental problems from

development of mineral and energy resources

Week

12,13

Chapter seven: Soil and Environment

Soil as a Dynamic Body

Soil forming factors

Physical properties of soil

Soil erosion and controlling methods

Deforestation ,land degradation and desertification

Participate on

Presentations , and

discussions

Be able to answer

Evaluations, and

take assignments

Test 2

Xi, B., Jiang, Y., Li, M., Yang, Y., &

Huang, C. (2016). Optimization of

Solid Waste Conversion Process and

Risk Control of Groundwater

Pollution. Springer.

Week

14,15

Chapter Eight : Cities and Solid Waste Management

Waste disposal and management

Hierarchy of integrated solid waste management

Sewage disposal and treatment

Hazardous waste

Field visit,

Discussion and

Report writing

Solid Waste Management in the

World's Cities: Water and Sanitation

in the World's Cities 2010

Week

16

Presentations of group assignments

METHODOLOGY AND ASSESSMENT

1. Formal Lecture: the instructor will Lecture on the most theoretical and practical concepts of the topics and

students will be able to develop the required conceptualization and articulation for the topic

2. Assignments: Students will form groups, and each group is given topic from the course guide book. The group

has a leader who contacts the lecturer and make sure that every member is participating.

3. Each team should make sure that the reviewed concepts have scholarly articulation, reception, critics, and group

opinions.

4. Quiz will be administered whenever the lecture feels the necessity of it.

5. Final examination will be given according to the date set on the academic calendar of the university.

VALUES FOR ASSESSMENTS

Assessment/Evaluation

Assessment is carried out both as a continuous process during course delivery, which constitutes

50% weight in the total mark and final exam, which constitutes maximum of 50%.

The assessment methods involved are summarized as follow:

Continuous assessment [Quiz, Test results, Group assignment reports, Individual assignment

reports, Practical session participation/Field work or visit, Project work and Class activity]

Final exam

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144

Test 1 --------------------------- 8 %

Quiz 1 ----------------------------7%

Assignment -----------------------10%

Mid exam --------------------------25%

Final exam--------------------------50%

COURSE POLICY



















Reference Text book

„„First Biomass Conference of the Americas: Energy, Environment,Agriculture, and Industry,‟‟ Vols. I–III (1993,

1942). NREL/CP-200-5768, DE93010050 (and subsequent biennial books).

Andrew, The human impact on the Natural Environment,Seventh Edition

Garg,R. (2006). Ecological and environmental studies

Godish, T. (1997) air quality .New York, USA

Hogan, E., Robert, J., Grassi, G., and Bridgwater, A. V. (eds.). (1992). „„Biomass Thermal Processing. Proceedings

of the First Canada/European Community Contractors Meeting.‟‟ CPL Press, Berkshire, United Kingdom.

Hogan, E., Robert, J., Grassi, G., and Bridgwater, A. V. (eds.).(1992). „„Biomass Thermal Processing. Proceedings

of the FirstCanada/European Community Contractors Meeting.‟‟ CPL Press, Berkshire, United Kingdom.

Katyal, T.(2001). Environmental pollution, Delhi India

Miller,G.(1990). Living bin the environment ,an introduction to Environmental Science

Stewart ,T. (1979). Air pollution ,Human Health and public policy. New York

Xi, B., Jiang, Y., Li, M., Yang, Y., & Huang, C. (2016). Optimization of Solid Waste Conversion Process and Risk

Control of Groundwater Pollution. Springer.

P a g e | 145

145

Approved by:

Dr.Zerihun Yohannes

_____________________________________ ________________ Name, Course Instructor /Tutor Signature

__________________ ________________ Name, Course chair Signature

_____________________________________ ________________ Name, Department Head Signature


INSTITUTE OF DISASTER RISK MANAGEMENT AND FOOD SECURITY STUDIES



Courses Title Natural Hazards



Module number 03

Course chair

Instructor/Tutor

CP credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 71 135


room

-


hour

Target group 2nd


Students

Year /semester 2nd

Year, 2nd

Semester

Pre-requisites None


Course Description:

Natural hazards are one of the central facets of disaster causation. As natural processes or phenomenon

occurring in the biosphere, these events may cause the loss of life or injury, property damage, social and

economic disruption or environmental degradation. This course examines the characteristics of various

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146

forms of natural hazards. It explores types, nature and causes of geological, meteorological and biological

hazards

Course objectives:


Understand the significant important of natural hazards and their analysis processes

Describe the different types of natural hazards which trigger slow and/or rapid on set disasters

Describe prediction methods, vulnerability factors, adverse effects, risk reduction measures

Describe the post disaster needs of each natural hazard to human welfare and security.


Week Lecture

(hrs)

Conceptual focus Activities/tasks Reading

W1-3 9 CHAPTER1:INTRODUCTIONTO

HAZARDS

1.1.Introduction to

Scientific Methods, Principles

and logic.

Universe, Solar System, Earth

Concept of Time, Space,

Scale, Matter, Energy, Form

and

Geomorphic Processes

Alexander, D.

1993. Natural

Disasters

Keith and Petley (

2009).

Environmental

Hazards

1.2. Dynamics Earths

-Earth‟s Structure and Composition

Plate Tectonics

Atmospheric Structure

Earth Heat System


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation W4-6 9 CHAPTER 2: OVERVIEW OF

HAZARDS

2.1. Meaning, Concepts and Common

Categories of Hazards

2.2. Basic characteristics of hazards

W7-9 9 CHAPTER 3.HYDRO-

METEOROLOGICAL HAZARDS

3.1.Hydro-Metrological systems

Overview of Elements of Weather and

Climate

Hydrological Cycle

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147

Metrological System

Hydro-Meteorological Phenomena

3.2. Hydro-Meteorological Hazards

Drought

Flood

Tropical cyclone

Others


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Leaving behind

Disaster: a guide

for disaster risk

Reduction in

Ethiopian context

CHAPTER 4: GEO- HAZARDS Active participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Bryant, E. 1991.

Natural Hazards W10-12 9 Earthquakes

Volcanic Eruptions

land slides

Tsunamis

CHAPTER 5: BIOLOGICAL

HAZARDS

W12-16 12 Pest Infestation Active participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Epidemics and Pandemics

Transmission of biological

hazards

Risk assessment of biological

hazards

Controlling exposure to biological

hazards







Quiz -----------------------------------------------------------------------------------7%

Test -----------------------------------------------------------------------------------8%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


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148

Course policy



















References

1. Adams, J. 1994. At Risk. UCL Press, London

2. Alexander, D. 1993. Natural Disasters. UCL Press, London

3. Bryant, E. 1991. Natural Hazards. CUP, Cambridge

4. Blaikie, P. 1994. At Risk. Natural Hazards, People‟s Vulnerability, and Disasters.

Rutledge, London.

5. IRRI and Save USA. 2006. Leaving behind Disaster: a guide for disaster risk

Reduction in Ethiopian context

6. UNDP, 1992. Introduction to hazards 2nd

Ed. PP. 168

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


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149

Description of the course

The course “Introduction to Earth‟s Features and its Dynamics” is prepared for undergraduate

students in the department of Disaster Risk Management and Sustainable Development. The

purpose of providing this course is letting students to describe and understand the basic features

of the earth and its components/resources that interact with human beings in history. After the

end of the course, students are expected to relate the process of disaster risk management with

physical resources of the earth. The course describes the foundations of Earth Science and its

dynamics in the following topics: basics of Earth‟s resources, Earth‟s climate, features of surface

water, rocks and soil formation, and Earth‟s Dynamics.


COLLEGE OF AGRICULTURE AND ENVIRONMENTAL SCIENCES


Courses code Geol2024

Courses Title Earth Science

Degree Program BSc. in Disaster Risk Management and Sustainable

Development

Module name Supportive Courses

Module number M02

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 60 108


room

-


Target group 2nd

Year Disaster Risk Management and Sustainable

Development Students

Year /semester 2nd

1st Semester

Pre-requisites None


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150

Objective

The overall objective of the course is enabling students to:

Understand the nature of the earth;

Describe/explain internal and external processes in the formation of the earth;

Understand the internal external forces/factors for Earth‟s dynamics;

Appreciate various hypothesis in the formation of the earth;

Describe/explain the nature of various natural resources and their spatial distribution; and

Associate the process of disaster risk management with of the geography of the earth.

Contents

Chapter One: Introduction to the overall features of the earth

1.1 Definition of the earth

1.2 Earth Science and its Sub-Disciplines?

1.3 Spheres the Earth

1.4 The evolution of the earth

1.5 Earth’s dating system

Chapter Two: Basic features of the planet earth

2.1 Shape and Structure

2.2 Chemical composition

2.3 Landform

2.4 The interior of the earth

Chapter Three: Plate tectonic theory

3.1 Earth‟s tectonic plates

3.2 Plate boundaries

3.3 How plates move

3.4 Hot spots

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151

Chapter Four: Rocks and soil formation

4.1 Types and properties of rocks

4.2 Processes in rock formation

4.3 Types and properties of soil

4.4 Process in soil formation

Chapter Five: Dynamics of the earth’s environment

5.1 Climate: Internal and external forces/processes; Human and natural factors/processes

5.2 Landform: types, properties, responsible internal and external forces/processes; responsible

human and natural factors/processes.

5.3 Mapping the spatial distribution of hot spot places of the Earth.

Method of delivery

In addition to the class work, field works/observations is believed to be essential to deliver

the course in a complete manner.




Quiz -----------------------------------------------------------------------------------7%

Test -----------------------------------------------------------------------------------8%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


Course policy










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152










References

David Huddart and Tim Stott. Earth Environments: Past, Present and Future, Liverpool John

Moores University, UK, 2010.

Huggett, R. J. Fundamentals of geomorphology/Richard John Huggett. Routledge fundamentals

of physical geography series, 2003.

Huddart, David, and Tim A. Stott. Earth environments. John Wiley & Sons, 2020.

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Degree BSc. In Disaster Risk Management and Sustainable Development

Module Name Supportive Courses

Module Code 02

Module Coordinator

Course Title Economics

Course Code Econ2021

Lecturer

Lectures Tutorials &

seminars

Laboratory &

workshop

Home

Study

Total

48 0 0 33 81

Course Objectives &

Competences to be

Acquired

The primary objective of this course is to introduce students to a number of economics concepts; both

microeconomic and macroeconomic concepts, and to indicate how these principles are used to analyze and

solve problems in various areas of the economic sector. Upon completion of this course, students will be

able to:

Describe what an economics means;

Meaning and uses of microeconomics and macroeconomics, and their differences;

Basic economic concepts including opportunity costs, scarcity, absolute advantage, comparative advantage

and Production Possibility Frontier (PPF);

Describe and understand the major theories of consumer behavior;

Describe and understand the law of demand and the law of supply;

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154

How elasticity is calculated and its relevance to understanding responsiveness of goods and services

demand and supply for any change in the market;

Describe and understand the major theories of production and cost;

Know various decision rules that guide rational decision making in firms

Develop an understanding for basic market structures and their application;

Describe the way in which National Income Accounting measures through different approaches;

Understand the share of the different economic sectors to Ethiopia‟s GDP;

Describe what unemployment and inflation means; and

Describe and understand the policies that used by the government to stabilize macroeconomic

problems.

Course

Description/Course

Contents

Definition and scope of economics; branches of economics and their differences; basic concepts of economics

(scarcity, productive resources, choice, opportunity cost, absolute and comparative advantage); production

possibility frontier; alternative economic systems; theory of demand, supply and market equilibrium and their

application; theory of production and cost; market structures; measurement of national income accounting (GDP)

and; the different tools of macroeconomic policies.

Pre-requisites None

Semester

Status of Course Compulsory

Teaching & Learning

Methods

The course will be delivered through lectures, class discussions, brainstorming, reading assignment, group

discussion, exercises and students taking this course will be assessed through quizzes, individual and/or group

assignments, mid-term and final examinations.

Week Lecture

(Hrs)

Contents Activities Readings

1st-3

th 9 1. Introduction: Basic Concepts in Economics

Definition and Scope of Economics

Branches of economics

Basic Economic Concepts: Scarcity, Productive

Resources (Labor, Capital, Entrepreneurship,

and Land) and outputs ( goods and services),

Types of goods, Fundamental Economic

Problems, Choice, Opportunity Cost, Absolute

Lecture and taking lecture note

Individual assignment

Dwivedi pp 3-23

Sundharam pp 1-43

Jhingan pp 1-65

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155

and Comparative Advantage

Production Possibility Frontier and economic

growth

Alternative Economic Systems

4th-6

th 9 2. Demand, Supply and Utility Theories

Definition, law and determinants of demand for

goods and services

Definition, law and determinants of supply of

goods and services

Market Equilibrium

Government and Price Determination

Elasticities of Demand and Supply and their

determinants

Theory of utility and consumer behavior

Approaches of utility (Cardinal and Ordinal

approaches)

Concepts of Indifference curve, budget line and

Consumers equilibrium determination


Individual assignment

Quiz

Dwivedi pp 42-70

Henderson pp 98-109

Jhingan pp 87-120

Samuelson pp 77-95

Stanlake pp 113-161

Sundharam pp 59-339

Salvatore and Diulio, pp 13-24

7th-9

th 9 3. Theory of production and cost

Definitions of Production

Short run and long run Production function

Concepts of total product and iso-quants

Returns to scale

Costs of production and different types of costs

Short run and long run costs

Relationship between cost and production

Profit maximization: Optimal decision rules


Group assignment

Salvatore and Diulio, pp 104-

110,

Dwivedi, 1999 pp 138-187

10th-

11th

6 4. Types of Market Structures, characteristics,

equilibrium conditions and profit maximization

Perfect competitive market structure

Monopoly market structure

Lecture and taking lecture note Salvatore and Diulio, pp 111-

126

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156

Monopolistic competition market structure

Oligopoly market structure

12th-

14th

9 5. National Income Accounting

Circular flow model

Approaches for measuring economic

performance (GDP)

Real and nominal GDP and GNP

The contribution of different sectors to

Ethiopia‟s GDP


Harvey pp 343-53

Sundharam pp 460-479

Harvey 351-353

Salvatore and Diulio, pp 74-80

15th-

16th

6 6. Macroeconomic Problems and The Tools of

Macroeconomic Problems and Policies

Problems: Unemployment, inflation and

business cycle

tools; Fiscal policy, Monetary policy and

Income policy


Group discussion & reflection

Salvatore and Diulio, pp 25-

36, 74-80

Methodology: This course is an introductory course for non-economists; therefore, we will introduce concepts of microeconomics and

macroeconomics as applied to the agriculture sector. In addition to class room lecture you can find many reference texts related with this course so

lecture and reading reference materials are the way of addressing the course objective. In addition students should work assignments as per the

schedule.

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157




Quiz -----------------------------------------------------------------------------------7%

Test -----------------------------------------------------------------------------------8%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


Course policy



















Note on class attendance and participation: All students registered for this course are expected

to attend class regularly. I will take attendance on random days during the semester to ensure that

students are coming to class, and if you miss class repeatedly, your grade will be affected. If you

miss more than 85% of the class attendance you will not sit for exams. Please try to be on time

for class. I will not allow you enter if you late more than five minutes. I will often ask questions

during my lectures and active participation in class is essential.

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158

Cell phone: Cell phones must be turned off before entering the class as they are disruptive and

annoying to all of us in the class. So please make sure your cell phone is turned off before

entering the class.

You are responsible for all class announcements and changes. All issues discussed for all class or

derived from other sources (where I proved you to read) may be the subject of assignment or

final exam question items. Please follow the instruction indicated at each content of your course

guidebook to complete all the assignments provided whether they are to be performed

individually or in group.

References

Olayide, S.O and Heady E.O (1982). Introduction to Agricultural Production Economics. University

Press, Ibadan. University of Ibadan.

Cramer, G., Jensen C. W. and Southgate, D. D. 2000. Agricultural Economics and Agribusiness. 8th

Edition. Wiley Publisher.

Gail L. Cramer, Glarence W. Jensen., and Douglas D. Southgate, agricultural Economics and

Agribusiness, 7th Edition.

Cambell R. McConnel (1980). Economics: Principles, Problems and Policies, McGraw-Hill, New York.

David N. Hyman (1989). Economics, Trwin, Boston.

D. N. Dwivedi (1999). Managerial Economics. 5th edition. Vikas Publishing House Pvt Ltd, New Delhi.

D. N. Dwivedi (2002). Managerial Economics. 6th edition. Vikas Publishing House Pvt Ltd, New Delhi.

Henderson, J. Vernon and William Poole (1991). Principles of Economics.

Jhingan M.L (2002). Principles of Economics, Vrinda Publication Ltd.

Paul A. Samuelson and William D. Nordhaus (1989), Economics, McGraw-Hill.

Penson, J., O. Capps Jr., P. Rosson and R. Woodward (2009). Introduction to Agricultural Economics, 5th

edition. Thomson/Prentice-Hall.

Salvatore, D. and Diulio, E. (2003). Principles of Economics, McGraw-Hill, New York.

Stanlake, G F and S J Grant (1995). Introductory Economics. 6th edition.

Sundharam, KPM (2002). Elementary Economics. Economic Theory. 8th edition.

Taylor (2004). Economics. 4th edition

Approved by:

_________________________________________ __________________

Name Course Instructor Signature

________________________________________ _________________

Name Course Chair Signature

________________________________________ _________________

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159




Courses Code Drms 2033

Courses Title Anthropogenic Hazard

Degree program BSc. In Disaster Risk Management and Sustainable Development

Module Name Disaster risk management I (DRMI)

Module Number M03

Course Chair

Instructor/Tutor Name

ECTS Credit (CP) 5

Target group 2nd


Year /semester Year II Semester II

Pre-requisites None


Course Description

This course is a systematic review of anthropogenic hazards related to human activities which may cause

loss of life or injury, damage to property, and/or social or economic disruption. The course is organized

into three broad categories of hazards related to human activities. These are socio –political hazards,

technological hazards and environmental hazards. Socio- political hazards include crime, conflict/war,

civil disorder, and terrorism whereas technological hazards focus on technological failures, industrial and

chemical accidents and nuclear hazards. Environmental hazards, on the other hand, include land

degradation and environmental pollution. The course also explores the pre, during and post disaster risk

management approaches and assessments for different anthropogenic hazards.

Course Objectives:

At the end of this course, student will be able to:

Define anthropogenic hazard

Identify the types of anthropogenic hazards

Discuss the nature of different types of anthropogenic hazards

Explain the nature and characteristics of socio-economic, and political hazards

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160

Discuss the main features and adverse effects of technological hazards

Discuss the vulnerable, risk conditions and assessment of Anthropogenic hazards

Discuss the pre and post disaster risk management approaches for different types of

anthropogenic hazards,

Appreciate the role of understanding the complex nature of anthropogenic hazards to

disaster risk management.

SCHEDULE OF LECTURE TOPICS, ACTIVITIES AND READINGS

Wee

k

Lecture

(hr) Conceptual focus Assignment / Task / Readings

3 Unit 1:Overview of anthropogenic

hazards Introduction

Definition and concepts

Types of anthropogenic hazards

Listen to a lecture and take notes on

the lesson, Forward all the confusion

or doubts trainee may have in

relation to the given lecture, take part

in discussions

State and local

mitigation

planning:

integrating man

made hazards into

mitigation

planning. FEMA

2003

2-4 9 Unit2. Socio-economic hazards

2.1. Crime

2.2.Conflict/war

2.3.Civil Disorder

Active participation during lecturing,

group discussion, take notes from

lecture and assignment presentation

5-8

12 Unit 3. Technological Hazards

3.1 Definitions, Basic concepts

3.2 Terrorism

3.3 Industrial accidents

3.4 Transport accidents

3.5 Infrastructures failure

3.6 Fire risk





in discussions

Keith and petley

(2009).

Environmental

hazards

9-12 12 Unit 4. Environmental

Degradation

4.1.Definitions, Basic concepts

4.2.Land degradation

4.3.Deforestation

4.4. Desertification

4.5. Soil erosion

4.6 solid and liquid Waste





in discussions

Amede,T., et. al

(2001):Reversing

the Degradation

of Arable Land in

the Ethiopian

High lands

12-

16

12 Unit 5.Environmental pollution

5.1. Definitions, Basic concepts

5.2.Water pollution

5.3.Air pollution

5.4.Soil pollution

5.5. Noise pollution





in discussions, laboratory

Soonneveld,B.G.J

.S.(2002).Land

Under Pressure:

The Impact of

Water Erosion on

Food Production

in Ethiopia

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161

LEARNING AND TEACHING MEETHODS

The mode of delivery of the course will be lecture, discussions, questioning and answering, reading

assignments, individual and group works.

ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment (50%) which comprises relevant tests,

assignments; project works, quizzes and final exam.

SUMMARY OF ASSIGNMENTS, TESTS, QUIZES AND EXAM

Activities Marks

Quiz 1 7%

Test 1 8%

Group/individual Assignment and presentation 10%

Mid Exam 25%

Final Exam 50%

Total 100%

Note: Grading: As per University‟s regulation

COURSE POLICY

All students are expected to abide by the code of conduct of articles (Article 194 of The Senate

Legislation of Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty, including

cheating, fabrication, and plagiarism will not be tolerated and will be reported to concerned bodies for

action. If you need to read it you can get a copy (to be copied by yourself) of it from your academic

advisor. Class activities will vary day to day, ranging from lectures to discussions. Students will be active

participants in the course. You need to ask questions and raise issues. I expect you to do all the

assignments you are supposed to accomplish. You are required to submit and present the assignments

provided according to the time table indicated. I will give out the directions, if I find necessary, for the

assignments one week prior to their due date.

.REFERENCES

1. Amede, Takle Belachew and Endrias Geta.,et .al (2001):Reversing the Degradation of Arable Land

in the Ethiopian High lands. Managing Africa soils.No.23.2nd

ed.

2. Benin, S., Pender J. Ehuo, S. (2002). Policies for Sustainable Land Management in the East

African Highlands. IFPRI & ILRI. Summary of Papers and Proceedings Conference. Addis

Abeba. April 24-26, 2002.

3. Daba, S. (2003). An investigation of the Physical and Socioeconomic Determinants of Soil

Erosion in the Hararghe Highlands East Ethiopia. Land Degradation and Development 14.

69-81.

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162

4. Sonneveld, B.G.S. (2002). Land Under Pressure: The Impact of Water Erosion on Food Production

in Ethiopia. Shaker publishing. Netherlands.

5. State and Local Mitigation Planning: Integrating Man Made Hazards into Mitigation Planning.

FEMA 2003

Approved by:

_____________________________________ ________________


__________________________________ ________________


_____________________________________ ________________ Name Department Head Signature





Courses Title Introduction to Statistics s


Module name Research methods and Tools

Module number 07

Course chair

Instructor/Tutor

ECTS credit (CP) 5

Contact hours per

week


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 87 135


room

-


hour

Target group

Year /semester 2nd

year 1st semester

Pre-requisites None


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163

Course Description:

Students of Disaster Risk Management and Sustainable Development must learn and understand

theories and methodology of statistics, which provide them means of data collection, processing,

analysis and interpretation of both numerical and qualitative data/information in logical and meaningful

terms. The course aims to equip students with the necessary theoretical knowledge of statistics that

enables them to understand its application in the field of DRMSD. Topics include basic concepts in

statistics; the importance of statistics in conducting researches; methods of data collection and

representation; frequency distribution and graphs/diagrams; measures of central tendency,

measures of dispersion/variability; elementary probability theory and rules; probability

distributions; sampling techniques and sampling distribution; statistical Estimation and

hypothesis testing; simple linear regression & correlation.

Course Objectives:

After completing this course, students will be able to:

Demonstrate an understanding of basic statistical concepts;

Differentiate the various types of sampling Techniques;

Identify the different types of statistical distributions with their applications;

Demonstrate how to apply the different methods of data collection, organization, and presentation;

Describe the given data set with appropriate measures of central tendency and variability;

Explain various probability distributions applied in DRMSD;

Undertake statistical inferences about population parameters based on point and interval

estimates using the appropriate test statistics;

Determine the significance of the conclusions made about population parameters by performing

hypothesis testing;

Make predictions and forecasting using simple linear regression analysis and also make

relationships between variables with correlation;

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164


Week Lecture

(hrs)


Chapter One: Introduction –

Basic Concepts of Statistics

Handout compiled

by the teacher

1 What is statistics

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

1 Type of statistics

2 Variables

3 Scales of measurement

3 Functions of statistics

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Adams, J. 1994. At

Risk. UCL Press,

London 4 Limitations of statistics

5 Chapter Two: Methods of data collection

and presentation

6 2.1 Methods of data collection

6 Primary and secondary data Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Blaikie, P. 1994.

At Risk. Natural

Hazards, People‟s

Vulnerability, and

Disasters.

Rutledge, London.

7 Types of data

7 2.2 Data presentation

8 2.2.1 Frequency distributions:

Qualitative, quantitative (absolute,

relative, percentage, cumulative)

8 2.2.2 Diagrammatic presentation of data:

Bar charts, pie-chart,

2.2.3 Graphical presentation of data:

Histogram, Frequency polygon, Ogive

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Handout prepared

by the teacher

9 Chapter three: Numerical Descriptive

Techniques

Active

participation

during lecturing,

group

Handout prepared

by the teacher

9 3.1 Measures of Central Tendency

(mean, median , mode, quantiles

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165

(quartiles, decile and percentile)) discussion, take

notes from

lecture and

assignment

presentation

10 3.2 Measures of Variation (Range,

Standard Deviation, Variance,

Coefficient of Variation, Standard

score)

10 3.3 Measures of shape (moment,

skewness and kurtosis),

11 Chapter Four: Theory of probability

and probability distributions

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Handout prepared

by the teacher

11 4.1 Theories of probability

12 Principles of

counting(permutations and

combinations)

13 Approaches in probability

definition, Conditional

probability and independence,

Basic Rules of Probability

14 4.2 Random variables and

Probability Distributions

14 Random variables, Binomial

and poisson distribution,

14 Normal, t and Chi-Square-

distributions and applications

15 Chapter Five: Sampling Methods

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Handout prepared

by the teacher 15 5.1 Introduction to Sampling

Theory

5.2 Probability and non-probability Sampling Methods

15 Chapter six: statistical inference

6.1 Statistical estimation of the Mean

and Proportion

6.2 Determining the Sample Size

15 6.3 Basic concepts in Hypothesis

Testing

6.4 Hypothesis Tests about a single Population Mean and proportion

15 6.5 Chi-Square Tests of Association of

Attributes

16 Chapter seven: Simple Linear

Regression and Correlation

(Cr hr 6)

Active

participation

during lecturing,

group

discussion, take

notes from

lecture and

assignment

presentation

Handout prepared

by the teacher

16 7.1 Simple Linear Regression of Y on X

16 7.2 Simple Linear Correlation

16 7.3 Spearman‟s Rank Correlation

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166


The mode of delivery of the course will be lecture, discussions, questioning and answering,

reading assignments, individual and group works

Lecture

Reflections: Keep a weekly written reflection of students‟ reactions, questions about the

readings and discussions in class.

Home work: Assignments will be given to help reinforce some topics covered or not

covered in class

ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment (50%) which comprises relevant

tests, individual and group assignments, quizzes and final exam.


Activities Marks

Test 1 8%

Mid exam 25%

Quiz 7%

Group assignment 10%

Final Exam 50%

Total 100%

Note: Grading System: As per University‟s regulation

Course Policy















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167





Reference:

Gupta, C.B. (1987) .An introduction to statistical Methods, Vikas Publishing House.

Gupta, S.P. (1997). An Introduction to statistical Methods, University of Delhi

Salvatore, D. and Reagle, D. (2005). Statistics and Econometrics.

Rutledge, London.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________




Courses code Inct 2025

Courses Title Computer and its applications



Module number 02

Course chair

Instructor/Tutor

ECTS credit (CP) 5

Contact hours per week Lectures Tutorials & Laboratory & Home Total

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168

seminars workshop Study

32 - 48 55 135



Target group

Year /semester

Pre-requisites


COURSE DESCRIPTION

This course is designed to introduce computer basics to students of different backgrounds who will have

different responsibilities. A major aim of the course is to provide students with the basic skills to use

application software explore the internet and develop their capacity in using the computer technology for

facilitating their learning process and corresponding area of engagement.

The very intent of the course is to make students understand what computer system is and its components

are, what information is, how information is processed and represented in a computer system and the use

of some basic application packages. It is also designed to help students appreciate the use of Information

Technology in different organizations and relate the use of this technology to their respective disciplines.

The course will finally help students to develop the skills in creating and managing files in a computer

system, using application packages and surfing the internet.

OBJECTIVES OF THE COURSE

At the end of the course, the student will be able to:

list and describe the components of a computer system,

explain the reasons why we use computers and describe the potential and capabilities of

computers,

list out main areas of computer applications,

explain the history of computer,

identify differences between the five generations of computer,

explain characteristics of computers,

describe different types of computers,

describe data representation in computer systems,

identify different types of operating systems,

create folders to manages files stored in a computer,

identify main application packages and develop the skills in using them ,

develop the skill to surf the internet

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169

TENTATIVE SCHEDULE OF LECTURE TOPICS AND READINGS

Course Contents

Part I (Theoretical part)

PARTI UNIT DATE CONCEPTUAL FOCUS References/Assignments

Part

on

e (T

heo

reti

cal)

Chapter 1

Introduction to

computer

Week

1

Definition of computers,

Applications areas of

computers, use of

computers, Measures of

computer quality and

performance.

Obsbarne, Adam, basic

concepts on computer

Week

2

Generations and history of

computers, Limitations of

computers.

Assignment on limitations

of computer (5%)

Week

3

Characteristics of computers

Classifications of computers

based on different criteria.

Advantage and disadvantage

of computers.

Reading assignment from

L.Alexis, Introduction to

computers book

Chapter 2 Basic

Computer system

Week

4 and

Week

5

Computer hardware

Input

processer

Out put

Storage

Memory

Computer software

Application Software

System Software



computers book

Chapter 3 Data,

Information, Basics

of data processing

and Data

Representation

Week

6

Data versus information

Sources of information



computers and Obsbarne,

Adam, basic concepts on

computer

Week

7

Basics of data processing

Data representation


Handout,

Bartu, Digital computer,

Thomas, digital computer

fundamentals

Week

8

Computer number system

converting one system to

another

Assignment on number

system conversion (5%)

Chapter 4 Operating

System.

Week

9 and

10

Definition of operating

system

Types of operating System

Function of Operating

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170

system

Chapter 5

Introduction to

Networking and

Internet

Week

11

and

12

Definition of computer

networks

Modes of data

communication

Types of computer networks

Advantage and disadvantage

of computer network.


Spohn DarkenL,

computer networks ,

Blissmer Roberth,

computer

Week

13 and

14

Network topology

Network devices and

transmission media

What is the Internet?


Handout given

Chapter 6 Computer

virus

Week

15

Definition of computer virus

Types of computer virus

Symptoms that an infected

computer shows

Prevention mechanism of

computer virus

Handouts will be given..

Part II (Practical part)

PART

II UNITS

DATE CONCEPTUAL FOCUS References/Assignments

Part

tw

o (

Pra

ctic

al)

Ms-

windows

Week 1 Desktop components(icons,

files and folders, drives, task

bar, start menu)

windows components (title bar,

menu bar, address bar,

minimize button,

restore/maximize button, close

button )

Reading assignment from internet

sources , Microsoft Windows

Tutorial - Lesson 1-5 Introduction

to Computers.html

Week 1

Creating, Opening, Moving

,Copying ,Renaming files and

folders

Deleting files and folders

temporary

Deleting and restoring files and

from recycle bin


sources , Microsoft Windows


to Computers.html

Week 2

Elements of ms-word screen

Creating a document using ms-

word

Saving the created files

Opening recently and other


sources , Microsoft word Tutorial

- Lesson 1-6 Introduction to

Computers.html

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171

Ms-word

existing files

Week 3 Navigating and scrolling

through a document

Selection techniques

Editing a text(spelling

checking, finding synonyms

and thesauruses)

Coping, moving and deleting a

text




Computers.html

Week 4 Font Formatting (Size, color,

font type, font style, underline,

bold, italics)

Paragraph Formatting(Bulleting

and numbering, drop cap,

alignment of text (center, left,

right)




Computers.html

Week 4 Creating column on ant part of

a document

Inserting Tables, Pictures and

Auto shapes




Computers.html

Week 5 Printing a document

Using help for further advanced

application of Ms-Word




Computers.html

Ms-excel

Week 6 Elements of ms-Excel screen

Creating workbook

Saving the created workbook

Opening recently and other

existing workbook


sources , Microsoft Excel


to Computers.html

Week 7 Entering and Editing text

Selection techniques

Cell and text Formatting (Size,

color, font type, font style,

underline, bold, italics)

Adding Bulleting and

numbering, alignment of text

(center, left, right)




to Computers.html

Week 8 Creating border and shading

Creating table

Cell referencing

Creating simple formula




to Computers.html

Week 9 Using built-in functions

Copy, cut and using fill handle

to copy a formula and deleting




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172

a text to Computers.html

Week 10 Creating and formatting Chart

Using help for further advanced

application of Ms-Excel




to Computers.html

Week

11

Further practical exercise about

word and excel.

Microsoft Excel Tutorial - Lesson

1-6 Introduction to

Computers.html

Ms-ower

point

Week 12

Opening ms- PowerPoint

Creating presentations

Choosing layouts


sources , Introduction-to-

computers-ppt.html

Week 13

Changing the color scheme

Applying different design

templates

Creating effects such as

animation and slide transitions


sources , Introduction-to-

computers-ppt.html

Baicideas

bout

internet

Week 14

What is internet browser?

Opening Internet explorer

Exploring the internet through

internet explorer


sources , Basic Computer

netwoking.html

Week 15

Creating e-mail account

Sending message

Checking inbox


sources , Basic Computer

netwoking.html

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173

Methodology

By using lectures, demonstrations and class discussion methods the six chapters will be covered.

Analytical questions on the uses of information technology and data representation in a computer, project

works in creating folder structure, word document and work book will also be used as a method of

assessment.

ASSESSMENT METHODS




Activities Marks

Test 1 8%

Mid exam 25%

Quiz 7%

Project work 10%

Final Exam 50%

Total 100%


Course Policy



















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174

REQUIRED REFERENCE BOOKS ( this books must be placed on reserve desk at the library)

Bartu, Digital computer

Thomas, digital computer fundamentals

Spohn DarkenL, computer networks

S.Williams, using information Technology. A practical introduction to computers and communications.

Third Edition

Foundation of computing

BIBLIOGRAPHY

S.Williams, using information Technology. A practical introduction to computers and communications.

Third Edition

L.Alexis, Introduction to computers

Sarah F. Hutchinson, computers the user perspective

Obsbarne, adam, basic concepts on computer

Spohn DarkenL, computer networks

Bartu, Digital computer

Thomas, digital computer fundamentals

Peter –Norton introduction-to-computer-system 6th-edition-eboo

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________





Courses code Drms2034

Courses Title Perception and Identification of Risk


Development

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175

Module name Disaster Risk Management I

Module number M03

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 60 108


room

-


Target group 2nd



Year /semester 2nd

Year 2nd

Semester

Pre-requisites None


Course Description:

All those who make risk related decisions require sound knowledge on which to base their

decisions, wherever possible including the best scientific knowledge available. Often they are

confronted by the need to make decisions in which they must allocate resources to one or more

of several different problems, and are required to do so in the absence of any objective means of

comparing the risks or the impact of their decisions. This course offers a possible way of

providing a scientific basis for disaster risk management related decisions. The course can

contribute to a better understanding of how risk is constructed, perceived and managed by

experts and the general public.

The course focuses on concept of risk, the human perception of risk, local community‟s

knowledge and awareness of disaster reduction activities, aspect of disaster management, local

capacity building and risk reduction, the difference between actual and perceived risk.

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176

Course Objectives:

At the end of the course, the student will be able to:

Explain the concept of risk;

Identify the types of risk based on different criteria,

Identify the interaction among hazards, vulnerability, risk and capacity;

Describe the assessment of risk and vulnerability;

Describe qualitative and quantitative risks;

Gain knowledge of the risk society;

Explain risk perception and communication;

Describe risk based decision making.

Conduct risk assessment

Appreciate risk perceptions and communication for Disaster Risk management

Identify the risk assessment tools and procedures

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177


Week Lecture(hrs) Contents Activities/tasks Readings

W1-4 12 Chapter 1. Introduction to risk

1.1.concepts and definition of risk

1.2.Types of risk

1.3. Classification of risk based on structures

Sector

Technology

Operational

Financial

Competitors

Customers

1.4.measuring/quantifying risk

1.5. Interaction of hazard, vulnerability, risk

and capacity

Active participation during

lecturing, group discussion, take

notes from lecture and assignment

presentation

Handout compiled by the

teacher)

Module perception and

identification of risk prepared

by Gambella university;

Ethiopia

Slovic, P., (1996) the

perception of Risk, Earthscan,

publications, Ltd.

UNDP(2004) Reducing

disaster risk : a Challenge for

Development

W5-8 12 Chapter 2. Disaster Risk Perception

2.1 Risk perception :Key concepts

2.2.Qualitative/quantitative risk

2.3. Risk perception and decision making

2.4.Theory of risk perception

Psychology approach

Cultural theory

Social amplification

2.5.risk perception and attitude assessment

2.6. Obstacles/ challenges in perception of

risk assessment

2.7.Outrage factors




presentation


teacher




Ethiopia

W9-12 12 Chapter3: Risk communication

3.1.concepts of risk communication

Sender, Media, Message, Receiver

3.2.Why is risk communication

3.3. steps in risk communication

3.4.Communication during disaster




presentation

Discuss on selected Case Studies




Ethiopia

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178

3.5Humanitarian communication

3.6 .Post disaster communication

3.7.The seven cardinal rules for risk

communication

W12-

16

12 Chapter 4 : Disaster Risk Identification

and assessment

4.1.Risk identification

Risk identification activities

Sources for identifying risks

Procedures for identifying risk

4.2.Concepts of risk assessment

Steps of risk assessment

Importance of risk assessment

Tools for risk assessment

4.2.1.Hazard assessment

Concepts of hazard assessment

Steps in hazard assessment

Tools used for hazard assessment

4.2.2.Assessing vulnerability/capacity

Types and dimensions of

vulnerabilities of

Types of capacities

Vulnerability assessment steps

Tools of vulnerability assessment

4.3.Multi risk –vs - single risk assessments




presentation

Discuss on selected Case Studies



by Gambella

university;Ethiopia

Coburn, et al. (1994)

vulnerability and risk

assessment, UNDP/UNDRO

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179




Lecture




covered in class

ASSESSMENT METHODS




Activities Marks

Test 1 8%

Quiz 7%

Individual /group Assignment 10%

Mid exam 25%

Final Exam 50%

Total 100%


Course Policy

All students are expected to abide by the code of conduct of students (Article 194 of The Senate

Legislation of Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty,

including cheating, fabrication, and plagiarism will not be tolerated and will be reported to

concerned bodies for action. If you need to read it, you can get a copy (to be copied by yourself)

of it from your academic advisor. Class activities will vary day to day, ranging from lectures to

discussions. Students will be active participants in the course. You need to ask questions and

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180

raise issues. I expect you to do all the assignments you are supposed to accomplish. You are

required to submit and present the assignments provided according to the time table indicated.

I‟ll give out the directions, if I find it necessary, for the assignments one week prior to their due

date. Note on class attendance and participation: You are expected to attend class regularly. I

will take attendance during the period of time this course is offered. If you miss more than 15%

of the class attendance you will not sit for final exams. Please try to be on time for class. Cell

phones MUST be turned off before entering the class as they are disruptive and annoying to all

of us in the class. So please make sure your cell phone is turned off before entering the class.

You are responsible for all class announcements and changes. All issues discussed in class or

derived from other sources may be the subject of assignment or final exam question items.

Reference:

Beck, U., (1992) Risk society, Towards a New modernity, .London

Bethke et al. (1977 Building Capacities for Risk Reduction, UNDP/UNDR

Coburn, et al. (1994) vulnerability and risk assessment, UNDP/UNDRO

Slovic, P., (1996) the perception of Risk, Earthscan, publications, Ltd.

UNDP (2004) Reducing disaster risk : a Challenge for Development

UNISDR (2002) Living with Risk – a global review of Disaster Risk Reduction Initiative

Wisner, B et al (2003) At Risk: Natural Hazards, People‟s Vulnerability and Disasters.

Routledge, London.

Approved by:

______________________________ ________________


_____________________________ ________________


____________________________ ________________

Name Department Head Signature

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181





Courses Title Early Warning Systems and Disaster Risk Information



Module number 03

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 87 135

ecture days, hours &

room

-


hour

Target group 2nd


Students

Year /semester 2nd

year 2nd

semester

Pre-requisites None


Course Description:

Billions of dollars are properly spent each year for necessary mitigation responses by police, fire, military,

and emergency personnel to save lives and property from the damaging effects of both natural and

manmade disasters. The vast majority of these efforts are all directed to reducing the impact on people

and property after a disaster has occurred. Although natural phenomena by definition cannot be

prevented, their human, socioeconomic, and environmental impacts can and should be minimized through

appropriate measures, including risk, and vulnerability reduction, preparedness and early warning.

However, very little effort is made to mitigate disasters before their impact. We know from experience

that while some material losses seem to be unavoidable, especially in the case of very large and infrequent

events, such as floods and earthquakes, in some cases the loss of human lives could have been avoided if

safety measures and efficient early warning systems had been in place.

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182

Early warning is a multidisciplinary and multi-sectoral area of study that requires applying the knowledge

to disaster management. The system is based on providing timely and appropriate information geared

towards preventive steps to be taken by communities, government and other agencies to reduce disaster

risks.

Early warning touches the lives of individuals, groups, communities and society at large in a number of

ways. At an individual level, for example, if you go to your doctor for a regular health checkup, the

doctor may identify signs of illness early and prescribe appropriate treatment.

Course Objectives:


At the end of this course, students will be able to:

Define early warning and understand concepts of EWS;

Define the concept and components of disaster risk information, identify sources of disaster risk

information, and explain ways in which it can be gathered and monitored;

Analyze the link between hazards, vulnerabilities, disaster risks and EWS in Ethiopia,

Describe the features, aim and objectives of EWS in Ethiopia;

Analyze the structure, roles and responsibilities of Ethiopian early warning system actors

To identify the early warning system approaches and tools

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183


Week Lecture

(hrs)


Chapter One: Concepts of Early

warning systems

Handout compiled by

the teacher,

EPaRDA.(2008),Pastoral

Early Warning System

Field Operation Manual,

Pastoral Community

Development Project

(PCDP), AA, Ethiopia.

Week

1

1 Definition and concepts of early

warning systems

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

1 Components/elements of early warning

systems

1 Types of hazards and EWS

Week

2

1 Types of early warning systems

1 Basic Concepts in Early Warning

Systems 1 Characteristics of Early Warning

Systems 1 Politics and early warning systems

Week

3

1 Frameworks of early warning systems

1 Community based early warning

systems

1 Cross-cutting issues in EWS

Chapter Two: Disaster Risk

Information

Week

4

3 Concept of disaster risk information

Data, Information and Knowledge

Principles of disaster risk information Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Week

5

3 Identify sources of disaster risk

information

Instruments of data collection for

disaster risk information

Elements of disaster risk information

communication

Communication of early warning

information

Chapter Three: the Ethiopian Early

Warning System

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation,

Case study

Blaikie, P. 1994. At

Risk. Natural Hazards,

People‟s Vulnerability,

and Disasters.

Rutledge, London.

Adams, J. 1994. At Risk.

UCL Press, London

Week

6

1 The link between disaster risk

management and early warning systems

1 Disasters in Ethiopia

1 Ethiopian response to disasters

Week

7

1 Indigenous early warning system

1 Conventional early warning system

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184

1 Aims of the Ethiopian EAS

Objectives of the Ethiopian EWS Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout prepared by the

teacher Week

8

1 Basic functions of the Ethiopian EWS

2 Components of EW processes

Week

9

3 Features of the Ethiopian EWS

Monitoring Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout prepared by the

teacher Indicators

Week

10

2 Types of indicators

1 Early warning indicators by food

supply system

Week

11

1 Crop dependent food supply

1 Livestock dependent food supply

1 Market dependent food supply

Week

12

2 Coping mechanisms

1 Evaluating Early warning system in

Ethiopia

Chapter Four: Structures, roles and

responsibilities of partners in the

Ethiopian EWS

Handout compiled by

the teacher,

EPaRDA.(2008),Pastoral

Early Warning System

Field Operation Manual,

Pastoral Community

Development Project

(PCDP), AA, Ethiopia.

Week

13

1 Structures of EWS Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

1 Partners in early warning system

1 Roles and responsibilities

Week

14

1 Local community

1 Government

1 Donors

1 NGOs

Chapter Five: early warning system

approaches and tools

Handout compiled by

the teacher,

Week

15

1 Introduction Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

1 Risk and vulnerability mapping

1 Household economy approach

Week

16

2 Food balance sheet approach

1 LEAP, Emergency Nutrition

Coordination unit (ENCU), risk

profiling, other Approaches

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185




Lecture




covered in class

ASSESSMENT METHODS




Activities Marks

Quiz 7%

Test 8%

Individual Assignment 10%

Mid Exam 25%

Final Exam 50%

Total 100%


Course Policy

All students are expected to abide by the code of conduct of students (Senate Legislation of

Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty, including

cheating, fabrication, and plagiarism will not be tolerated and will be reported to concerned

bodies for action. If you need to read it, you can get a copy (to be copied by yourself) of it from

your academic advisor. Class activities will vary day to day, ranging from lectures to










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186



References

Ethiopian Disaster Prevention and Preparedness Commission (2000): National Food Security Monitoring,

Addis Ababa

Ethiopian Early Warning System (2005), Amhara National Regional State Food Security Coordination

and disaster prevention Office, March 2005‟,

Ethiopian Pastoral Research and Development Association (EPaRDA).2008. Pastoral Early Warning

System Field Operation Manual, Pastoral Community Development Project (PCDP), Addis Ababa,

Ethiopia.

General Guidelines for the implementation of the National Policy on Disaster Prevention and

Management (1005), July 1995, Addis Ababa

Living Disaster Behind (2006), Risk Reduction Models to help communities reduce their vulnerability to

disasters,

Regional Consultation Europe Report for EWC II. (by Erich J. Plate), 28-29 July 2003 - Potsdam,

Germany.

Training manual for Early warning System in Ethiopia (2000), Early Warning Department, Disaster

Prevention and Preparedness Commission, Addis Ababa, Ethiopia, March, 2000

UNISDR (2003): Early Warning as Matter of Policy, Geneva

UNISDR (2002), Living with Risk, A global review of disaster reduction initiatives, Geneva, July

2002

World Meteorological Organization (2000); Forecasting Natural Disasters, Geneva

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________

Name Program manager

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187





Courses Title Livelihoods and Food Security


Module name Disaster and Development

Module number 05

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

64 - - 71 135



Target group 2nd


Year /semester Year II Semester II

Pre-requisites None


Course Description

This course will introduce the wider concept of livelihood and its relation with disaster risk management.

It also aimed to introduce different approaches used in the analysis of livelihood including sustainable

livelihoods frameworks and household economy approach. In addition, the concepts and elements of food

security will be discussed.

Course Objectives:

After completing your study on this course, you should be able to:

Understand the meaning of livelihood

Discuss the components of livelihood Understand sustainable livelihoods framework

Analyze the major components of sustainable livelihood framework

Describe the origin of Household Economic Approach

Understand the concept of Household Economic Approach

Understand the diverse concepts of food security and insecurity

Identify the components of food security

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188

Tentative schedule for the course

Week Lectur

e (hr)

Conceptual focus Assignment /

Task /

Readings

1 16 1. The concept and

components of livelihoods

1.2. The concept of

livelihoods

1.3. Components of

livelihoods

1.3.1. Capabilities

1.3.2. Assets

1.3.3. Activities

1.3.4. Entitlements

1.3.5.

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Course materials

CARE (2002),

Household

Livelihood

Security

Assessments.

DFID, 1992.

Sustainable

Livelihoods.

2 6 2 Sustainable livelihoods

framework (SLF)

2.1 Sustainable livelihoods

2.2 DFID SLF

2.2.1 Vulnerability Context

2.2.2 Livelihood Assets

2.2.3 Livelihood Strategies

2.2.4 Policies, Institutions and

Processes

2.2.5 Livelihood Outcomes

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

De Satgé, R

(2002). Learning

about livelihoods

Insights from

southern Africa.

Course Material

3 10 3. Livelihood diversification

and its measurement

3.1. The concept of livelihood

diversification

3.2. Types of livelihood

diversification

i. Distress livelihood

diversification

ii. Progressive livelihood

diversification

3.3. Measuring livelihood

diversification

3.3.1. Human development

indexing approach

3.3.2. Factor analysis approach

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Boudreau,T., et

al. (2000). The

Household

Economy

Approach: The

practitioners‟

guide.

Course materials

P a g e | 189

189

4 14 4. Understanding Food

Security/Insecurity

4.1. The concept of food

security/insecurity

4.2. Paradigm shifts in the

cconceptual understanding

of food security

4.2.1. Shifts from the Global

and the National to the

Household and the

Individual food security

4.2.2. Shift from a „Food First‟

Perspective to a

Livelihood Perspective

4.2.3. Shift from Objective

Indicator to Subjective

Perception

4.3. Current understanding of

food security

4.4. Pillars/Dimensions of food

security

4.4.1. Availability

4.4.2. Access

4.4.3. Utilization

4.4.4. Stability

4.5. Duration and Severity of

Food Security

4.6. Food Insecurity and

Hunger,

Undernourishment, and

Malnourishment

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Boudreau,T., et

al. (2000). The

Household

Economy

Approach: The

practitioners‟

guide.

Course materials

Babu, S.,

Gajanan, S.,

Sanyal, P., 2014.

Food Security,

Poverty and

Nutrition Policy

Analysis:

Statistical

Methods and

Applications,

second edition.

ed.

5 5. Measurement of Food

Security

5.1. Levels of food security

measurement (National,

Household and Individual)

5.2. National level measurement

5.2.1. Prevalence of

undernourishment (PoU)

5.2.2. Global Hunger Index (GHI)

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Frankenberger,

T.R. (1992)

Indicators and

data collection

methods for

assessing

household food

security.

World Food

Programme

(1999):

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190

5.2.3. Global Food Security Index

(GFSI)

5.3. Household level measurement

5.3.1. Household survey food

consumption data

5.3.2. Dietary diversity

Household Dietary

Diversity Score (HDDS)

Food Consumption Score

(FCS)

5.3.3. Coping Strategy Index

(CSI)

5.3.4. Household food insecurity

access scale (HFIAS)

5.4. Individual level measurement

5.4.1. Measuring food utilization:

anthropometry

Emergency

Needs

Assessment

Guidelines.

FAO, 2017.

Measuring

Hunger at

subnational

levels from

household

surveys using

the FAO

approach.

6. Response to Food Insecurity:

Food and Livelihood

Security Programing in

Ethiopia

6.1. Types of responses to food

insecurity

6.1.1. Humanitarian Response to

Food Insecurity (Needs

Based)

6.1.2. Developmental Approach to

Food Insecurity and Poverty

(Market Based)

6.1.3. Social Protection (Rights

Based)

6.2. The nature of food insecurity

in Ethiopia

6.3. Ethiopia‟s response to food

insecurity

6.4. Livelihoods and food security

programs in Ethiopia

6.4.1. Disaster Disk Reduction

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Dorosh, P., Rashid,

S., 2012. Food and

Agriculture in

Ethiopia: Progress

and Policy

Challenges.

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191

(DRR)

6.4.2. Productive Safety Net

Program (PSNP)

6.4.3. Household Asset Building

Program (HABP)

6.4.4. Resettlement program

6.4.5. Other related programs




Lecture Reflections: Keep a weekly written reflection of your reactions, questions about the readings and

discussions in class.

Homework: Homework assignments will be given to help reinforce some topics covered and not

covered in class individually and in group.

ASSESSMENT METHODS


assignments/ project works, quizzes, mid and final exam.


Activities Marks

Quiz 1 7%

Test 1 8%

Assignment and presentation 10%

Mid Exam 25%

Final Exam 50%

Total 100%


COURSE POLICY

All students are expected to abide by the code of conduct of (article 194 of The Senate Legislation of

Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty, including cheating,

fabrication, and plagiarism will not be tolerated and will be reported to concerned bodies for action. If

you need to read it you can get a copy (to be copied by yourself) of it from your academic advisor. Class

activities will vary day to day, ranging from lectures to discussions. Students will be active participants in

the course. You need to ask questions and raise issues. I expect you to do all the assignments you are

supposed to accomplish. You are required to submit and present the assignments provided according to

the time table indicated. I will give out the directions, if I find necessary, for the assignments one week

prior to their due date.

Note on class attendance and participation: You are expected to attend class regularly. I will take

attendance on random days during the semester to ensure that students are coming to class, and if you

miss class repeatedly, your grade will be affected. If you miss more than 85% of the class attendance you

will not sit for final exams. Please try to be on time for class. I will not allow you enter if you are late

P a g e | 192

192

more than five minutes. I will often ask questions during my lectures and active participation in class is

essential.



are responsible for all class announcements and changes. All issues discussed in class or derived from

other sources (where I provided you to read) may be the subject of assignment or final exam question

items. Please follow the instructions indicated at each content of your course guidebook o complete all the

assignments provided whether they are to be performed individually or in group.

Reference

CARE (2002): Household Livelihood Security Assessments. A Toolkit for Practitioners.

De Satgé, R (2002). Learning about livelihoods Insights from southern Africa. Periperi Publications in

South Africa and Oxfam GB in the UK.

Frankenberger, T.R. (1992). Indicators and data collection methods for assessing household food

security. Part II in Simon Maxwell and Timothy

World Food Programme (1999): Emergency Needs Assessment Guidelines. Technical Support Services,

Operations Department, the World Food Programme, Rome.

Boudreau,T., Lawrence,M., Holzmann,P., O‟Donnell,M., Adams, L.,Holt,J.,Hammond,L. and Duffield,

A. (2000). The Household Economy Approach: The practitioners‟ guide. The Food Economy Group and

save the children UK

Babu, S., Gajanan, S., Sanyal, P., 2014. Food Security, Poverty and Nutrition Policy Analysis: Statistical

Methods and Applications, second edition. ed.

DFID, 1992. Sustainable Livelihoods.

Dorosh, P., Rashid, S., 2012. Food and Agriculture in Ethiopia: Progress and Policy Challenges.

Ellis, F., Freeman, H., 2005. Rural Livelihoods and Poverty Reduction Policies.

FAO, 2017. Measuring Hunger at subnational levels from household surveys using the FAO approach.

Smith, L., Subandoro, A., 2007. Measuring Food Security using Household Expenditure Surveys.

International Food Policy Research Institute. Washington D.C.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________ Name Program Manager Signature

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193





Courses Title Community Based Disaster Risk Management


Module number 03

Course chair Tesfahun Asmamaw Kasie (Ph. D)

Instructor/Tutor Asaye Yismaw Workie (M. Sc) ECTS credit (CP) 6

Contact hours per term Lectures Tutorials &

seminars

Laboratory &

workshop

Home

Study

Total

48 - - 114 162


room

-


Target group 2nd

Year DRMSD Students

Year /semester 2nd

Year/2nd

Semester

Pre-requisites -


COURSE DESCRIPTION

This course explores principles and practices in participatory approaches to disaster risk management;

rationale for participation; rights and participatory development; stakeholder analysis; facilitation and

training; community participation and disaster risk reduction; community based disaster risk management,

problems of participatory disaster risk management, community mobilization, community organization,

team building, and facilitation, leadership and exit strategies.

COURSE OBJECTIVES


Understand the concepts, elements and features of community based disaster risk management

and community participation

Develop skills of applying various PRA tools and techniques

Describe community based risk assessment methods

Explain community based disaster risk management planning, implementation, monitoring and

evaluation processes.

Understand on how to mainstream community based disaster risk management


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194

Week L. hr. CONCEPTUAL FOCUS Activities/tasks Essential readings

1

&

2

5

Chapter 1: Basic concepts of community

Participation

Introduction

1.1 Community participation

1.2 Elements of community participation

1.3 Importance of community participation

1.4 Building community participation

Discussions with active

involvement of students,

short note giving/taking,

asking/answering questions,

etc

Asian Disaster

Preparedness Center,

(2001). Community Based

Disaster Management:

Course Participant Work

Book, Partnership for

Disaster Reduction South

East Asia Program.

2,

3,

&

4

8

Chapter 2: Community participation in disaster

risk management

2.1 Community based approach

2.2 Transforming at risk communities to disaster

resilient communities

2.3 Elements and features of community based

disaster mitigation

2.4 Appropriate methods to enhance community

participation




asking/answering

questions, etc

Twigg J., (2004). Good

Practice Review: Disaster

Risk Reduction –

Mitigation and

preparedness in

development and

emergency planning.

London, HPN

5

&

6

5

Chapter 3: Overview of key concepts in

community based disaster risk management

3.1 Overview of disasters

3.2 Community based disaster risk management

processes from local authority‟s perspective

3.3 Overview of local authorities





etc

Natural Disasters

Organization, (1992).

Australian Emergency

Manual: Community

Emergency Planning

Guide, 2nd

ed., Cnaberra.

6,

7,

8

&

9

8

Chapter 4: Community risks, needs and damage

assessments 4.1 Community risk assessment

4.2 Disaster risk communication need assessment

4.3 Damage, loss and need assessment

4.4 Community risk assessment tools





etc

10

4

Chapter 5: Community disaster reduction

planning

5.1 Concepts of planning

5.2 Concepts of community disaster reduction planning





etc

Vitoria, L.P., (2003).

Community Based

Disaster Management in

the Philippines Making a

Difference in People’s

Lives, Asian Center for

Disaster Preparedness.

11,

12,

13

&

14

10

Chapter 6: Community-managed implementation

6.1 Community organizing

6.2 Community training

6.3 Community disaster information center

6.4 Disaster risk communication by local authorities

6.5 Early warning by local authorities

6.6 Community disaster reduction fund

6.7 Role of local authorities in community-based

hazard mitigation





etc

WHO, (1999). Community

Emergency Preparedness:

A Manual for Managers

and Policy Makers, 141p.

15

4

Chapter 7: Monitoring and evaluation

7.1 Monitoring

7.2 Evaluation

7.3 Coordination and linkage





Abarquez I & Murshed Z.,

(2004). COMMUNITY

BASED DRM Field

Practitioners Handbook,

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195

etc Asian Disaster

Preparedness Centre

(ADPC).

16

4

Chapter 8: Mainstreaming of community based

disaster risk management

8.1 Mainstreaming

8.2 Actors in community based disaster risk

management

8.3 Role of actors in community based disaster risk

management

8.4 Networking and coordination in community

based disaster risk management





etc

ISDR, (2004). Living with

Risk: A global review of

Disaster Risk Reduction

Initiatives. 2004 Version,

Vol. 1

LEARNING AND TEACHING METHODS


assignments, individual and group works

ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment. The CA covers 50% and may comprise of

relevant group assignment, quiz, test, mid examination and the final examination which is 50%.

Summary of assignments, tests, quizzes and examinations

*Grading: As per Bahir Dar University‟s regulation

COURSE POLICY

All students are expected to abide by the code of conduct of students article 194 of The Senate Legislation

of Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty, including cheating,


you need to read it, you can get a copy (to be copied by yourself) of it from your academic advisor. Class


the course. You need to ask questions and raise issues. You are expected to do all the assignments you are


the time table indicated. You will be given directions, if it is found necessary, for the assignments one

week prior to their due date. Note on class attendance and participation: You are expected to attend class

regularly. Attendance will be taken during the period of time this course is offered. If you miss more than

15% of the class attendance you will not sit for final exams. Please try to be on time for class. Cell phones

MUST be turned off before entering the class as they are disruptive and annoying to all of us in the class.

Assessment activities Marks (%)

Group assignment 10

Quiz 7

Test 8

Mid examination 25

Final Examination 50

Total 100

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196

So please make sure your cell phone is turned off before entering the class. You are responsible for all

class announcements and changes. All issues discussed in class or derived from other sources may be the

subject of assignment or examination question items.

Approved by:

Name of course Instructor: ________________________________ Signature: _______________

Name of course chair: ___________________________________ Signature: _______________

Name of program manager: _______________________________ Signature: _______________





Courses Title Disaster Risk Reduction

Degree Program BSc. Disaster Risk Management and Sustainable Development


Module number 03

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 74 122



Target group 2nd

year DRMSD students

Year /semester 2nd

year 2nd

semester

Pre-requisites

Status of the course Compulsory

Course description

This course will equip students with theoretical knowledge, skill, competences of disaster risk prevention

and mitigation activities. It also highlights the contribution of disaster risk prevention and mitigation to

achieve broad based sustainable Development. Moreover, it presents different ideas and concepts of

disaster risk reduction (prevention, mitigation, preparedness, vulnerability, coping strategies, resilient and

others on one hand and their link to sustainable development on the other).

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197

Course Objectives: At the end ofhis course students will be able to:

Describe the concepts of risk assessment, risk mitigation and prevention

Explain the relationship between disaster prevention, mitigation and sustainable development

Identify structural and non-structural mitigation strategies that help to reduce disaster risk and

their limitations

Recognize implementation challenges of DRR measures

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198


Week

Lecture

(hr)

Conceptual focus Assignment / Task Reading

W1-3 9 Chapter One: Introduction to

Disaster Risk Reduction (DRR)

Meaning and scope of DRR

Paradigm shift in DRR

Global & National DRR

Agendas

o HFA & post HFA

Frameworks

o SDGs, Sendai

Framework & Paris

Agreement

The link between disaster risk

and development

Importance of Disaster Risk

Reduction

Listen to a lecture

and take notes on the

lesson, Forward all

the confusion or

doubts trainee may

have in relation to the

given lecture, take

part in discussions

UNISDR. (2009).

Global Assessment

Report on Disaster

Risk Reduction,

United Nations

International Strategy

for Disaster

Reduction.

.

W4-7 12 CHAPTER TWO : Disaster Risk

Profile

Hazard Assessment

Vulnerability Assessment

Capacity assessment

Risk assessment

Multi-hazard vulnerability and

risk assessment

Risk perception and attitude

assessment

Listen to a lecture


lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Woreda risk profile

of Ethiopia

Wisner, B., P.

Blaikie, T. Cannon,

and I. Davis. (2004).

PELLING, Mark and

Wisner, Ben (2008)

Disaster Risk

Reduction: Cases

from Urban Africa.

Earthscan

Publications Ltd.,

London, UK.

W8-

10

9 CHAPTER THREE : Resilience

Assessment

Concepts and approaches

Adaptation and resilience

Linkage between hazards,

vulnerability and resilience

Resilience framework

Listen to a lecture


lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Wisner, B., P.

Blaikie, T. Cannon,

and I. Davis. (2004).

W11-

14

12 CHAPTER FOUR: Disaster Risk

Mitigation/Prevention Measures

Key steps in designing

mitigation/prevention strategies

Disaster mitigation/prevention

Approaches

Structural risk reduction

measures

o Resistant constructions,

building codes and

Listen to a lecture


lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Group discussion

using Case Studies

PELLING, Mark and

Wisner, Ben (2008)

Disaster Risk

Reduction: Cases

from Urban Africa.

Earthscan

Publications Ltd.,

London, UK.

Twigg, J. 2004. Good

file:///F:/Revised%20%20DRMSD%20curriculum%20(%20or).doc%23_Toc206970328


P a g e | 199

199

regulatory measures

o Structural/Physical

modifications and

retrofitting

o Relocation in

construction of

community shelters

o Construction of barriers,

deflections or retention

systems (Dams and

reservoirs, levees and

flood walls, retaining

walls, diversion

channels)

Non-structural risk reduction

measures

o Disaster preparedness

o Hazard detection and

early warning system

o DRM policies, plans and

programs

o Risk assessment and

insurance

o Community awareness

and educational

programs

Practice Review:

Disaster Risk

Reduction –

Mitigation

W15-

16

6 CHAPTER FIVE : Actors

involved in DRR Programs

GOs

NGOs

UN agencies

Private sector

Risk-prone communities

Listen to a lecture


lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Twigg, J. 2004. Good

Practice Review:

Disaster Risk

Reduction –

Mitigation


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200




1. Lecture

2. Reflections: Keep a weekly written reflection of your reactions, questions about the


3. Home work: Assignments will be given to help reinforce some topics covered or not

covered in class

ASSESSMENT METHODS




Activities Marks

Test 8%

Quiz 7%

Assignment 10%

Group project 25%

Final Exam 50%

Total 100%


Course Policy

















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201

Reference

1. Twigg, J. 2004. Good Practice Review: Disaster Risk Reduction –Mitigation

2. Wisner, B., P. Blaikie, T. Cannon, and I. Davis. (2004). "At Risk: Natural Hazards, People‟s

Vulnerability and Disasters (2nd Ed.)." Rutledge, London, UK.

3. Shaw R, Rahman A, Surjan A, Parvin GA. 2016. Urban Disasters and Resilience in Asia. Elsevier,

New York.

4. R.S.Stephenson (1994). Disasters and Development. UNDP Disaster Management Training

Programme. 2nd Edition

5. Rahman A, Khan AN, Shaw R. 2015. Disaster Risk Reduction Approaches in Pakistan. Springer,

Tokyo

6. UNISDR. (2009). Global Assessment Report on Disaster Risk Reduction, United Nations

International Strategy for Disaster Reduction.

7. Comprehensive Risk Assessment for Natural Hazards. World Meteorological Organization 2006.

8. PELLING, Mark and Wisner, Ben (2008) Disaster Risk Reduction: Cases from Urban Africa.

Earthscan Publications Ltd., London, UK.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________ Name Program manager Signature

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202




Courses code Drms 2023 Courses Title Climate Science and Agro Meteorology Degree Program BSc. in Disaster Risk Management and Sustainable Development


Module number 02

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 55 103


room

-


hour

Target group 2nd

year Disaster Risk Management and Sustainable Development

Students Year /semester 2

nd Year, 1

st Semester

Pre-requisites None


Course Description

The main purpose of this course is to introduce the basic mechanisms that influences Earth‟s climate,

including Earth‟s atmosphere, Atmospheric moisture , Air pressure and wind system, atmospheric

circulation, wind patterns and rain producing system, El Niño and the Southern Oscillation, Air masses ,

cyclones and the climate of tropics. This aims to enable students to understand and explain the basic

climate sciences and implement in the climate related risk analysis.

Objectives

Up on the successful completion of this course the students will be able to;

Understand and apply basic physical principles in climate science.

Explain about weather and climate system of the tropical Africa.

Identify and critically assess the issue of climate related risks and its impact on society.

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203



W1-2 6 Chapter 1. The Earth‟s

atmosphere 1. Overview of Earth‟s

Atmosphere 2. Vertical Structure of the

Atmosphere 3. Warming the Earth and

the Atmosphere. 4. Energy, Temperature, and

Heat. 5. Heat Transfer in the

Atmosphere 6. Seasonal and daily

temperatures


during lecturing,

group discussion,

take notes from

lecture

W3-5 6 Chapter2. Atmospheric

Humidity, cloud development and

precipitation 1. Evaporation and

condensation. 2. Humidity 3. cloud development 4. Precipitation process type

and measurement.


during lecturing,

group discussion,

take notes from

lecture and hand-in

assignment

W6-7 6 Chapter3. Air pressure and wind

system 1. Atmospheric pressure 2. why the wind blow 3. Surface winds 4. Scale of atmospheric

motion 5. Local wind system


during lecturing,

group discussion,

take notes from

lecture

W8-10 9 Chapter4. Atmospheric

circulation 1 Global wind system 2 General circulation of the

atmosphere 2.1. single-cell model 2.2. three cell model

3 Global precipitation

system 4 Easterly and Westerly

wind system 5 Jet stream 6 Global Wind Patterns and

the Oceans. 7 Winds and Upwelling. 8 El Niño and the Southern

Oscillation


during lecturing,

group discussion,

take notes from

lecture and hand-in

assignment

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204

W11-

12 6 Chapter 5. Air Masses, Fronts

and Cyclones 1. Air masses classification

2. basic concepts of Fronts

3. Middle-Latitude Cyclones

4. Tropical Cyclones


during lecturing,

group discussion,

take notes from

lecture

W13-

15 9 Chapter 6 . Climate of tropical

Africa 1. Introduction : The

geography of the tropics. 2. The tropical troposphere. 3. The weather patterns and

climates of the tropics. 4. The Subtropical Jet

Streams 5. Synoptic-scale Weather

Systems. 1. The inter-tropical

convergence zone

(ITCZ) 6. Rainfall seasons and

ITCZ in Ethiopia. 7. Effect of El Niño–La

Niña to Ethiopian

Rainfall season


during lecturing,

group discussion,

take notes from

lecture and group

presentation

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205



discussion, assignment and presentation.




Test -----------------------------------------------------------------------------------8%

Quiz -----------------------------------------------------------------------------------7%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


















References

Ahrens, C. D., and R. Henson, 2019: Meteorology today: an introduction to weather, climate, and

the environment. Twelfth edition. Cengage, 1 pp.

Ahrens, C. D., and R. Henson, 2018: Essentials of meteorology: an invitation to the atmosphere.

Eighth edition. Cengage Learning, 509 pp.

Galvin, J., 2016: An introduction to the meteorology and climate of the tropics. John Wiley &

Sons, Inc, 308 pp.

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206

Krishnamurti, T. N., L. Stefanova, and V. Misra, 2013: Tropical meteorology: an introduction.

Springer, 423 pp.

Approved by:

____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________






Courses Title Emergency Preparedness & Response



Module number 03

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 55 103


room

-


Target group 3rd

year Disaster Risk Management and Sustainable Development Students

Year /semester 3rd

Year, 1st Semester

Pre-requisites None


Course Description

This course describes the emergency preparedness planning process that provides generic procedures for

managing unforeseen impacts that is periodically adapted to changing circumstances and that provides a

guide to the protocols, procedures, and division of responsibilities in emergency response and recovery.

The purpose is to strengthen disaster preparedness for response, to take action in anticipation of events,

and ensure capacities are in place for effective response and recovery at all levels. The main outcome will

be Preparing students to be future leaders in the Emergency Response fields that can prepare disaster risk

management plan that clearly encompasses preparedness for response.

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207

Objectives


• Understand the Acts of God- acts of nature of interpretation of hazards, risks and disasters;

• Understand the concepts and theories of disaster emergency management;

• Become familiar with the emergence of humanitarianism, humanitarian principles and NGO

code of conduct, humanitarian charter including Sphere Standards;

• Become familiar with methods and tolls of planning and be familiar with disaster emergency

planning

• Understand scenario and contingency planning;

• Understand the contingency planning processes and stakeholders in the Ethiopian emergency

management system.

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208



Week Lecture

(hrs)


Week

1

3 CHAPTER 1: ORIGION AND THEORY

OF DISASTER

1.1 Theory of the God- nature- human

induced disaster debate

1.2 Modern understanding of disasters

Week

2-3

6 CHAPTER 2: CONCEPTS AND ORIGIN

OF EMERGENCY

2.1Concepts and definitions of disaster and

emergency management (discussions, group

assignments),

2.2 The origin of relief response

2.3 The International Red Cross and Red

Crescent Humanitarianism

2.4 Code of Conduct for the International

Red Cross and Red Crescent Movement

and NGOs in Disaster Response

Programmes

Listen to a

lecture and take

notes on the

lesson,

UNISDR

Terminology on

Disaster Risk

Reduction

(2009), Red cross

publications,

Week

4-6

9 CHAPTER 3 : HUMANITARIAN

TRENDS AND DILEMAS

3.1 The history and origins of contemporary

humanitarianism

3.2 Fundamental principles of humanitarianism

3.3 Roles of Key United Nations Agencies

Emergency Response

3.4 Principles of Humanitarian Action

Needs versus resources

Neutrality

Standards and codes

3.5 Role of Sphere Standard

3.6 Trends in humanitarian Assistance

3.76 Donors, recipients and sect oral

distribution of humanitarian aid

3.8 Humanitarian Challenges in the Future

Listen to a

lecture and take

notes on the

lesson, Forward

all the confusion

or doubts trainee

may have in

relation to the

given lecture,

take part in

discussions

Humanitarian

Charter and

Minimum

Standards in

Humanitarian

Response, Third

edition 2011.

Week

7-9

9 CHAPTER 4: DISASTER AND

EMERGENCY PLANNING

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Adams, J. 1994.

At Risk. UCL

Press, London

Blaikie, P. 1994.

At Risk. Natural

Hazards,

People‟s

Vulnerability,

and Disasters.

Rutledge,

London.

Sendai

Framework for

4.1concepts and definitions of planning;

4.2 understanding planning and its tools

4.3 Concepts and principles of disaster

emergency planning ;

4.4 The science of scenario planning

4.5 Contingency planning

4.6 Emergency action planning

4.7 Actors in Emergency planning

4.8 Community preparedness and response

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209

Disaster Risk

Reduction 2015-

2030

Week

10-13

12 CHAPTER 5: EMERGENCY

PREPAREDNESS AND MANAGEMENT

IN ETHIOPIA

5.1 Early warning information and

emergency planning;

5.2 Emergency planning and decision-

making;

5.3 Emergency preparedness planning;

5.4 Contingency scenario planning;

5.5 Actors I emergency planning;

5.6 governance and response mechanisms in

Emergency planning;

5.7 Identify and describe the Ethiopian

contingency planning processes and

stakeholders in the Ethiopian emergency

management system.

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Week

14-15

6 CAPTER 6: NATIONAL INCIDENT

SYSTEM (CASE STUDY)

6. 1 Ethiopian context NIMS content

6.2 Multi agency coordination platform and

actions

6.3 Emergency operation centers

6.4 Incident command systems

6.5 Comprehensive emergency preparedness

and response plan

6.6 All hazard incident management teams

Week

16

3 Chapter 6: Internship and volunteerism

programs

6.1 concepts volunteerism and internship

programs

6.2 Practices of volunteerism and internship

programs;

Fieldwork

exercise & report

writing

Assessment

stakeholders and

organization







Test -----------------------------------------------------------------------------------8%

Quiz -----------------------------------------------------------------------------------7%

Assignment --------------------------------------------------------------------------10%

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210

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


















References

Approved by:

____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


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211





Courses Title Sociology of Disaster



Module number 06

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 60 108

Lecture days, hours & room -


Target group 3rd Year Disaster Risk Management and Sustainable Development Students

Year /semester 3rd

Year, 1

st Semester

Pre-requisites Anth1011


Course Description:

This course explores sociology and the study of disaster, social systems and ecological networks and

disaster. It also tries to analysis the role of ideology and disaster myths, realities and cultural

representation of disaster and deals about the impacts of disaster on social system and the vice versa,

Social Stratification and disasters, and the role of Social Capital theory in disaster management.

Course Objectives:

After completing your study on this course, you should be able to:

Explain about the sociology of disaster

Analysis the link of social system, ecological networks with disaster

Describe the role of ideology in disaster management

Understand the framework for thinking about disaster in sociological perspective

Elaborate the impacts of disaster on social system and vice versa

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212


Week Lecture

(hrs)


W1-3 9 Chapter 1: INTRODUCTIN Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

compiled

by the

teacher

-Sociology and the Study of Disasters

-Social System, Ecological Networks and Disaster

-Role of Ideologies (Faith, Belief and Religion) in

Disasters

Myths, Realities and Cultural Representation of

Disaster

Chapter 2:SOCIOLOGICAL PERSPECTIVE ON

DISASTER

W4-5 6 Structural Functionalism

Conflict Perspective

Symbolic Interactionism Perspective

Human Ecology

Political Economy

Chapter 3: IMPACTS OF DISASTERS ON

SOCIAL SYSTEM

W6-8 9 -Behavioral Response to Disaster

The Panic Misconception

The Looting Misconception

Unreliability of Emergency Workers

The “Disaster Syndrome” Misconception

Belief on Media

Imposition of Martial Law

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

compiled

by the

teacher

-Trauma: Individual, Social and Cultural

-Disaster and Displacement (Local and

International)

-Impacts on Social Fabric of Society

-Consequences of Post disaster relocation and

prospects for recovery

-Linking Disasters within Contemporary Social

Problems

Chapter 4: SOCIAL STRATIFICATION AND

DISASTERS

W9-

11

9 -Linkages between Social Vulnerability and

Inequality

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

Handout

compiled

by the

teacher

-Disasters and Social Class (Race, Creed, Caste and

Economic groups)

- Gender Inequality and Disaster

-Disasters, language barrier and disabilities

-Disasters as an agent of social change

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213

Chapter 5: SOCIAL CAPITAL AND DISASTER presentation

W12-

14

9 - Definition, Features and Theories of social

change.

-Definitions, forms, and measurement of social

capital

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

compiled

by the

teacher

-Social capital, neoliberalism, and rational choice

theory

-Role of Social Capital in Disaster Management

chapter 6: VULNERABILITY, PERCEPTION

AND DISASTER

W15-

16

6 -„Vulnerability‟: A Matter of Perception

-Various views on „vulnerability‟ and its users

-Local people‟s perception of „vulnerability‟

-People‟s perception of risk

Active

participation

during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Handout

compiled

by the

teacher

-Theories of Social Vulnerability

Vulnerability: The importance of

terminology

Vulnerability and lack of development

Social Vulnerability

Measurement of Vulnerability and

Assessment of its Alleviation

The Fischer Disaster Scale







Test -----------------------------------------------------------------------------------8%

Quiz -----------------------------------------------------------------------------------7%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%






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214













References

1. ANDERSEN, ML. and Dana, Hysock (2006) Thinking about Women: Sociological Perspectives

on Sex and Gender. Allen & Bacon, New York.

2. ALBROW, Martin (1999) Sociology the Basic. Routledge, London.

3. BROOM, Leonard and Selznick (1990) Sociology. Harper and Row Publisher, London.

4. FISCHER, Henry W. (1998) Response to Disaster: Fact versus Fiction & Its Perpetuation. The

Sociology of Disaster. 2nd Edition. University Press of America, Lanham, Maryland

Approved by:

___________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________




BSC. In Disaster Risk Management and Sustainable Development

Department Disaster Risk Management and Sustainable Development


Courses Title Animal Production and Risk Management

Degree Program BSC. In Disaster Risk Management and Sustainable Development

Module name DRM II

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215

Module number 04

Course chair Dr. Tesfahun Asmamaw

Instructor/Tutor

CP credit (CP) 6


seminars

Laboratory &

practical

Home Study Total

32 - 16 144 192

Lecture days, hours & room 2

Tutorial /lab days & hour 3

Target group 3rd


Year /semester 3rd

Year, 1st Semester

Pre-requisites None


Course description

The main purpose of course will explore the global animal production, many roles of domestic animals

and the importance of their interdependence with humans; appreciate the scope, diversity, and problems

related to domestic animal production systems; Economics of livestock production; practice using

scientific literature to research issues in sustainable agriculture, and know how to continue learning about

sustainable animal systems. Topics include domestication, sustainability, companion animals, sheep,

goats, swine, beef cattle, dairy cattle, nutrition, genetics, grazing, dairy products, poultry, horses and draft

animals and bees.

Risk management in animal production sectors, epidemic disasters distribution and losses; framework

animal risk management; describe animals care to be taken in disaster which include creation of new

management practices and emergency response tools, the implementation of an emergency fund and

promoting a culture of prevention. A etiology, epidemiology, symptoms, diagnosis, prevention and

control of external and internal parasite of farm animals with a special focus on ticks, mites, insects,

helminthes and protozoa of tropical importance. Infectious diseases farm animals caused by bacteria,

virus and rickettsia, zoonotic diseases of public health and non-infections disease importance, prevention

and control. Herd health risk management strategies which include monitoring/assessment,

documentation of diseases of concern for the farm, vaccination strategy for various age groups on the

farm, vaccination and treatment strategies for animal additions, vaccination and treatment strategies for

animal movements, meat and milk withholding times/strategies, proper storage and records for vaccines

and drugs and appropriate disposal of empty and out-dated product containers.

Course Objectives:


Able to explain the economic significance of domestic animals in Ethiopia

Describe the different animal production systems

Know the key epidemics of domestic animals in Ethiopia

Explain the losses animals attributes due to the prevailing epidemics

Know the key animal risk management strategies

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216

Week

s

Lecture

(hrs)

CONCEPTUAL FOCUS Activity READINGS

W1, 2

and 3

6 Chapter 1: Introduction to

animal production

1.1. Economic importance of

animal production

1.2. Drivers & trends of livestock

production

1.3. Diversity of animals

1.4. Domestic and wild animals

1.5. Higher and small animals

Visit of various

farms and

develop case

studies on

significant

important of the

country

economy

1. FAO. 2011. A value

chain approach to animal

diseases RM – Technical

foundations and practical

framework for field

application. Animal

Production & Health

Guidelines. No. 4. Rome. PP.

135

W4,5,

6 and

7

8 Chapter 2: Animal Production

systems

2.1. Production system based

on animals nature

2.1.1. Dairy production system

2.1.2. Beef production

2.1.3 Sheep and goats

production

2.1.4. Poultry production

2.1.5. Apiculture production

system

2.2. Characterization of systems

obtaining animal products

2.2.1 Exploitation

2.2.2. Intensive

2.2.3. Pastoralism

2.2.4. subsistence farming

2.2.5.Ranching

2.2.6. transitional

2.2.7. intensive

Visit various

animal

production

system and

characterize the

visited farming

system on their

visit report

1. Seinfeld, H., Wassenaar, T.

and Jutzi, S. 2006. Livestock

production systems in

developing countries: status,

drivers, trends. Rev. Sci.

tech. Off. int. Epiz.,25 (2),

505-516

W8,9

&10

6 Chapter 3: Common Animal

parasites and diseases

in Ethiopia 3.1. A External and internal parasite

of farm animals

3.2. Etiology, epidemiology,

symptoms, diagnosis,

prevention and control of

external and internal parasite of

farm animals

3.3. Infectious diseases farm animals

3.4. Non-infectious diseases of farm

animals

Describe the

major animal

production risks

in in the visited

farm

1. FAO. 2011. A value chain

approach to animal diseases risk

management – Technical

foundations and practical

framework for field application.

Animal Production and Health

Guidelines. No. 4. Rome. PP.

135.

2. David, K. 2013. Managing risk in

farming. Farm management

extension guide. No. 3. Food and

Agriculture organization of the

United Nations. Rome.PP.120

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217

W11,

12,13,

14;15

&16

12 Chapter 4: Risk management in

animal production

sectors

4.1. Animal epidemics

distribution and losses

assessment

4.2. Framework animal risk

management

4.3. Animal health risk

management strategies

4.3.1.Monitoring/assessment,

4.3.2. Documentation of diseases

of concern for the farm,

4.3.3. Animal quarantine

4.3.4. Vaccination strategy for

various age groups on the farm,

4.3.5.Vaccination & treatment

strategies for animal additions,

4.3.6. Vaccination & treatment

strategies for animal movements,

4.3.7. Meat & milk withholding

times/strategies,

4.3.8. Proper storage and records

for vaccines & drugs

4.3.9. Appropriate disposal of

empty and outdated product

containers

Develop case

study on key

animal

production risks

and suggest

effective risk

management

strategies for

various animal

farming systems

1. David, K. 2013. Managing risk

in farming. Farm management

extension guide. No. 3. Food

and Agriculture organization of

the United Nations.

Rome.PP.120

2. Jeremy, S., Stephan, B. and

Yongong, L. 2005. Pastoral

RM. FAO Rural Institutions

and Participation Service.

Pp. 73.

3. Wang, J. and Abdur, R.

2018. Risk Management in

Agriculture: Theories and

Methods. Science

Publishing Group 548

Fashion Avenue New York,

NY 10018, U.S.A. PP.350.

Methods of Teaching

Case study: Some farm case studies will be presented by students and students will be encouraged to

carry out farm animal risk assessment. This is essential in order to understand climate change impact on

different sectors, on human welfare and derive policy options, Conflict of interest in climate issues

Practical exercises

Field visits will be conducted (to show various farm risks to the students).

Course delivery and study load

The course will be delivered with formal lectures as well as practical exercises, assignments,

group discussions, presentations and paper review.

Course assessment



Quiz -----------------------------------------------------------------------------------7%

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218

Test …………………………………………………………………………..8%

Field Report --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


Course Policy



















References

David, K. 2013. Managing risk in farming. Farm management extension guide. No. 3. Food and

Agriculture organization of the United Nations. Rome.PP.120

FAO. 2011. A value chain approach to animal diseases risk management – Technical foundations and

practical framework for field application. Animal Production and Health Guidelines. No. 4. Rome.

PP. 135.

Jeremy, S., Stephan, B. and Yongong, L. 2005. Pastoral risk management. FAO Rural

Institutions and Participation Service. Pp. 73.

Natural Resources Institute and University of Greenwich.2016. Managing risks improving

farmers‟ livelihoods. Platform for Agricultural Risk Management.United Kingdom. PP.

128

Steinfeld, H., Wassenaar, T. and Jutzi, S. 2006. Livestock production systems in developing

countries: status, drivers, trends. Rev. sci. tech. Off. int. Epiz. , 2006,25 (2), 505-516

P a g e | 219

219

Wang, J. and Abdur, R. 2018. Risk Management in Agriculture: Theories and Methods. Science

Publishing Group 548 Fashion Avenue New York, NY 10018, U.S.A. PP.350.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________







Courses Title Crop Production and Risk management


Module name DRM II

Module number 04


Instructor/Tutor

CP credit (CP) 6


seminars

Laboratory &

practical

Home

Study

Total

32 - 16 144 192



Target group 2nd


Year /semester 2nd

Year, 1st Semester

Pre-requisites None


P a g e | 220

220

Course Description

The main purpose of the course will be to describe crop production concepts, practices and types of major crops

(cereals, pulses, oil crops, root ant tuber crops, vegetable crops, fruit crops and spices) grown in Ethiopia. Factors

influencing crop growth and development and Cropping seasons and systems will be described.

Explaining the Concepts of crop production risks and five sources of crop production risks (production, price,

financial, institutional and personal). Describing Crop production risk management strategies like Enterprise

Diversification, Crop Insurance and use of new technologies. Various Agricultural Risk Management tools can

be describe based on the approach taken to deal with them, i.e. prevention and mitigation (or risk reduction),

mitigation and adaptation (or coping).

Course Objectives:


Know major crops grown in Ethiopia

Explain factors influencing plant growth and development

Explain different cropping systems and cropping seasons

Describe various types of prevailing risks in Ethiopian agriculture system and cropping season

Know various types of risk management strategies and tools for each key crop production risks

Know about climate smart agriculture conceptual framework

Weeks Lecture

(hrs)


W1, 2 &

3 6 Chapter 1: Introduction

1.1. Economic important crops in

Ethiopian Agriculture

1.2. Major challenges & potentials of

Crop production

1.3. Types of crop s produced in

Ethiopia

1.3.1. Cereal crops

1.3.2. Pulse crops

1.3.3. Oil crops

1.3.4. Root and Tuber crops

1.3.5. Vegetable crops

1.3.6. Fruit crops

1.3.7. Industrial crops

Visit various crop

farms and

understand the

production

systems and

farming practices

1. Onwueme, IC. and shiba,T.D.

1991. Field crop production in

Tropical Africa. CAT. 470.

2. Sunday Gbenga Aderibigbe .

2018. Principles of crop

production. PP.32.

W 4, 5 &

6

6 Chapter 2: Factors influencing

Crop growth & Development

2.1. Effect of Climate and Weather

2.1.1 Air temperature

2.1.2. Solar Radiation

2.1.3.Light intensity and

Duration

2.1.4. Precipitation

2.1.5. Wind

2.1.6. Composition of the

atmosphere

Visit crops

affected by

various weather

and edaphic

factors then

develop scenario

on factors

influencing the

growth and

development of

various crops

1. FAO. 2013. CLIMATE-

SMART AGRICULTURE

Source book. PP. 570

2. Onwueme, IC. and shiba,T.D.

1991. Field crop production in

Tropical Africa. CAT. 470.

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221

2.2. Effect of Edaphic factors

2.2.1. Soil aeration

2.2.2. Soil Temperature

2.2.3. Soil moisture

2.2.4. Soil Reaction

2.2.5.Mineral nutrient supply

2.3. Growth factors & crop yield

2.3.1. Low of Minimum

2.3.2.Law of Limiting factors

W7&8 4 Chapter 3: Cropping season and

Cropping systems

3.1. Concepts and definitions

Cropping systems

3.2. Types of Cropping systems

3.2.1. Mono cropping systems

3.2.2. Double cropping systems

3.2.3. Alley cropping systems

3.2.4. Crop rotation system

3.2.5. Mixed cropping systems

3.2.6. Fallow system

3.3.Cropping season

3.3.1. Maher cropping season

3.3.2. Irrigation cropping season

3.3.3.Belg cropping season

3.3.4.Residual cropping season

Visit various

cropping systems

and estimate the

contribution of

yield in the

country economy

1. FAO. 2013. CLIMATE-

SMART AGRICULTURE

Source book. PP. 570

3. Onwueme, IC. and

shiba,T.D. 1991. Field crop

production in Tropical Africa.

CAT. 470.

W9,10

&11

6 Chapter 4: Crop production risks.

4.1. Production risks,

4.1.1. Climatic risks (Drought &

Flood)

4.1.2. Biological Risks (Pests like

insect pests, diseases, weeds &

vertebrate pests)

4.2. Price risks,

4.3. Financial risks,

4.4. Institutional and

4.5. Personal risks

Case development

and presentation

on key Crop

production risks

1. Wang, J. and Abdur, R. 2018. Risk Management in

Agriculture: Theories and

Methods. Science Publishing

Group 548 Fashion Avenue

New York, NY 10018, U.S.A.

PP.350.

W9,10,11

, 12 &

13

8 Chapter 5: Crop production risk

management strategies and tools

5.1. Climatic Risk management

5.1.1.Drought RM

5.1.2. Flood RM

5.2. Biological(Pest) RM

5.2.1. plant quarantine

5.2.2. Cultural

5.2.3. Mechanical

5.2.4. Biological

5.2.5. Use of resistance crop

varieties

5.2.6. Use of pesticides

5.2.7. Integrated pest

management

Describing key

risks of various

farming systems

and develop key

crop risk

management

strategies

1. Kisan, G. 2016. Agricultural

Risk Management Tools: Resource for the e-learning

curriculum course on

“Agricultural Risk Assessment

and Management for Food

Security in Developing

Countries. Plat form for

agricultural Risk Management

(PARM).pp. 121.

2. Marco, B., Paolo B., A.

Nicholas, E. Birch, Piet, B. and

Silke, D. 2015. Principles of

integrated pest management.

Agron. Sustain. Dev. 35:1199–

P a g e | 222

222

5.3. Price risk management,

5.4. Financial risk management

5.5.Institutional RM and

5.6. Personal risk management

1215

W14, 15

& 16 6

Chapter 6: Climate-smart

agriculture: supporting tools and

policies

6.1. Principles that underpin climate

smart practices

6.2. The role of actors in planning

and implementing climate-

smart agriculture

6.3. Key resources and tools for

climate-smart agriculture

6.4. Capacity building needs for

climate-smart agriculture

6.5. Investment, incentives & legal

frameworks and instruments

Visit the nearby

farming systems

and develop

scenario on

climate smart

agriculture

supporting tools

and policies

FAO. 2013. CLIMATE-SMART

AGRICULTURE Source

book. PP. 570

Methods of Teaching

Case study: Some research case studies will be presented by students and students will be encouraged to

carry out impact assessment mainly on crop production and health. This is essential in order to understand

climate change impact on different sectors, on human welfare and derive policy options, Conflict of

interest in climate issues and biological issues

Practical exercises

Field visits will be conducted to show students efforts made to manage to impacts of climate and

biological risks.




Course assessment



Quiz -----------------------------------------------------------------------------------7%

Test-------------------------------------------------------------------------------------8%

Field Report --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


P a g e | 223

223

Course Policy

All students are expected to abide by the code of conduct of students (article 194, 195, 196, 197, 198

and 199, of the Senate Legislation of Bahir Dar University May 09, 2019) throughout this course.

Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and will be

reported to concerned bodies for action. If you need to read it, you can get a copy (to be copied by

yourself) of it from your academic advisor. Class activities will vary day to day, ranging from lectures to

discussions. Since the course does have a number of practical exercises in the laboratory, students are

urged to attend every practical session. Students will be active participants in the course. You need to ask

questions and raise issues. I expect you to do all the assignments you are supposed to accomplish. You

are required to submit and present the assignments provided according to the time table indicated. I‟ll

give out the directions, if I find it necessary, for the assignments one week prior to their due date. Note on

class attendance and participation: You are expected to attend class regularly. I will take attendance

during the period of time this course is offered. If you miss more than 15% of the class attendance you

will not sit for final exams. Please try to be on time for class. Cell phones MUST be turned off before

entering the class as they are disruptive and annoying to all of us in the class. So please make sure your

cell phone is turned off before entering the class. You are responsible for all class announcements and

changes. All issues discussed in class or derived from other sources may be the subject of assignment or

final exam question items.

References

David, K. 2013. Managing risk in farming. Farm management extension guide. No. 3. Food and

Agriculture organization of the United Nations. Rome.PP.120

FAO. 2013.CLIMATE-SMART AGRICULTURE Sourcebook. PP. 570

Kisan, G. 2016. Agricultural Risk Management Tools: Resource for the e-learning curriculum course on

“Agricultural Risk Assessment and Management for Food Security in Developing Countries. Plat

form for agricultural Risk Management (PARM).pp. 121.

Laurence, C., Gene, G., Steve, I., Doug, J. and Rod, S. 2013. Introduction to Risk Management with

understanding of Agricultural risks. Extension Risk Management Education and Risk Management

Agency. USDA. pp.44..

Marco, B. , Paolo B., A. Nicholas, E. Birch, Piet, B. and Silke, D. 2015. Principles of integrated pest

management. Agron. Sustain. Dev. 35:1199–1215

Natural Resources Institute and University of Greenwich.2016. Managing risks improving farmers‟

livelihoods. Platform for Agricultural Risk Management.United Kingdom. PP. 128

Onwueme, IC. and shiba,T.D. 1991. Field crop production in Tropical Africa. CAT. 470.

Sunday Gbenga Aderibigbe . 2018. Principles of crop production. PP.32.

Wang, J. and Abdur, R. 2018. Risk Management in Agriculture: Theories and Methods. Science

Publishing Group 548 Fashion Avenue New York, NY 10018, U.S.A. PP.350.

P a g e | 224

224

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________



INSTITUTE OF DISASTER RISK MANAGEMENT AND FOOD SECURITY STUDIES Program Disaster Risk Management & Sustainable Development Courses Code Drms 2041 Courses Title GIS & Remote Sensing in DRM Course Chair Instructor/Tutor ECTS Credit (CP) Target group 3rdYear DRMSD Students. Year /semester Year III Semester I Pre-requisites None Status of the course

Course Description

This course deals about basic concepts and definition the fundamental principles of GIS and RS. The

course also focuses on the components of GIS, GIS data models, Geographic coordinate system, basic

data GIS data visualization, basics of remote sensing and image processing.

Course Objectives:

At the end of this course, student will be able to: Understand the different components GIS Apply GIS data models used GIS analysis, Understand the principles of modelling Earth‟s shape in GIS; Able to describe datum, map scale meta data Understand the projected coordinate system. Able to do simple map production for visualizations; Understand the basic principle of Remote Sensing Able to basic satellite image processing;

P a g e | 225

225

Week Lecture


3 1. Introduction to GIS Introduction

GIS Components

GIS in

Organizations

Listening the lecture and

taking short notes

Asking questions which

are not

clear in the lecture and

answering

questions provided by the

teacher

participate in assignments Lab exercise:

GIS data models Metadata Coordinate

systems Map scales GPS reading

Individual and group works

assignments

Bolstad, P., 2016:

GIS fundamentals: a

first text on

geographic

information systems.

5th edition. XanEdu,

769 pp. By, R.A. de,

Huisman, O., 2009.

Principles of

geographic

information systems:

an introductory

textbook. The

International

Institute for Geo-

Information Science

and Earth

Observation (ITC),

Enschede. Janssen, L. L. F.,

2004: Principles of

remote sensing: an

introductory

textbook. ITC,.

2,3 6 2. GIS Data Models Introduction to GIS

Data Models

Spatial data models

Vector spatial data

model

Raster Spatial data

model

Meta data and digital

data 4,5, 6 9

3.Coordinate system and

map projection Model of Earth‟s shape Geographic Coordinate

system and Datum Projected coordinate

system Attribute Data and

Tables Map source and scale GPS data collection

Listening the lecture and

taking short notes. Asking questions which are

not


answering


teacher. Individual and group works

assignments Listening the lecture and

taking short notes. Asking questions which are

not


answering


teacher. Lab exercise: Individual and group works

assignments

7,8 and

9 9

4.Basic Spatial Analyses Introduction to spatial

analysis

Selection and

classification

Dissolving

Clipping

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226

Spatial Data

Visualization (map

production) 10,11

and 12

9 5.Fundamentals of

Remote sensing • Basics of Remote

Sensing • Electromagnetic

Radiation • Electromagnetic

Spectrum • Interactions with

the Atmosphere • Radiation -

Interactions with

Target • Passive vs. Active

Sensing

Listen to a lecture and take

notes on the lesson,

Forward all the confusion

or doubts trainee may have

in relation to the given

lecture, take part in

discussions

13,14,

and 15

9 6.Sensors and image

analysis o Satellite Characteristics o Pixel Size, and Scale

Spectral Resolution o Radiometric

Resolution o Temporal Resolution o Geometric Distortion o Weather Satellites o Application of Remote

sensing


notes on the lesson. Lab exercise: True and

false color composition and

Vegetation indices(NDVI)

calculation

Vegetation

indices(NDVI)

LEARNING AND TEACHING MEETHODS The course delivery system will be using lecture, discussions, questioning and answering, reading

assignments, individual and group works. ASSESSMENT OF LEARNING


P a g e | 227

227


Test -----------------------------------------------------------------------------------8%

Quiz -----------------------------------------------------------------------------------7%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


















REFERENCES

1. Bolstad, P., 2016: GIS fundamentals: a first text on geographic information systems. 5th

edition. XanEdu, 769 pp.

2. By, R.A. de, Huisman, O., 2009. Principles of geographic information systems: an

introductory textbook. The International Institute for Geo-Information Science and Earth

Observation (ITC), Enschede.

3. Janssen, L. L. F., 2004: Principles of remote sensing: an introductory textbook. ITC,.

Approved by:

_____________________________________ ________________


_____________________________________ ________________



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228






Courses Title Research methods and tools in Disaster Risk Management


Module name Research Methods and Tools in DRM

Module number 07


Instructor/Tutor

CP credit (CP) 6


seminars

Laboratory &

practical

Home

Study

Total

32 - 16 144 192



Target group 3rd


Year /semester 3rd

Year, 1st Semester

Pre-requisites None


Course Description

The main purpose of the course will be to define the basic concepts of research, misconception

of research methodology and methods. History of research in disaster management; types of

research in relation to disaster management, ontology and epistemology; Research approaches;

qualitative research methods (design, collection, analysis and report writing of qualitative data

and tools used for qualitative data).Quantitative research methods (design, collection, analysis,

report writing and tools used for quantitative data). Participatory research methods (types, their

use limitation and strengths, and how they could compliment conventional research methods);

Steps and components of surveys, data encoding, data analysis and reporting of results; the use

of non- parametric statistics in social science.

Research proposal and report writing format for different types of research will be discussed.

Risk identification methods such as brainstorming, flowchart, SWOT analysis; Risk assessment

P a g e | 229

229

(qualitative such as scale of analysis, mapping, matrix approach, risk indicator based approach

and quantitative), risk analysis and Risk treatment methods .will be discussed

Course Objectives:


Define key terminologies and basic concepts of research methods in DRM

Explain the historical development of DRM and importance of research

Describe various research methodology in DRM

Define research problem and design research proposal

Describe techniques to data processing, analysis and interpretation and scientific paper

writing

Week

s

Lectur

e

(hrs)


W1

&2

Chapter 1: Definition and basic concepts of

research methods and tools

1.1 Key Terminology meaning and objectives of

research methods

1.2 Mis conceptions of research methodologies

and methods

1.3 Types of researches and Research approaches

1.4 Historical development of DRM Research

1.5 Importance of DRM Research

1.6 Types of data and data sources

1.7 Criteria for good research

Practice to

collect data

from

different

sources

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

W3,4,

5 and

6

Chapter 2: Defining Research problem and

writing proposal

2.1. Defining Research Problem

2.1.1. What is a research problem

2.1.2. Need of defining the research

problem

2.1.3. Selecting the research Problem

2.1.4. Techniques involved in defining the

research problem

2.2. Research proposal writing

2.2.1. Steps of writing a research proposal

2.2.2. choosing a research topic

2.2.3.Setting objectives of the research proposal

2.2.4. choosing methods of the research

2.2.5. Planning of research and time tables

2.2.6. Literature review

Practice

Research

problem

defining and

prioritizatio

n Research

designing

and proposal

writing

Practice

review

paper

writing

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

2. Ana-Maria DINU .

2012. Modern

Methods of Risk

Identification in Risk

Management. International Journal

of Academic Research

in Economics and

Management Sciences.

1:6: 67 – 71.

W7 &

8

Chapter 3: Research Design

3.1. Meaning of research design

Practice

different

types of

1. University of

Leicester. 2001.

Research Methods in

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230

3.2. Need for research design

3.3. Features of a good research design

3.4. Types of research design

3.5. Sampling procedures and sample size

determination

research

designing

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

W9&

10

Chapter 4: Qualitative Research Methods

and tools

4.1. Methods of qualitative data collection

2.2.1.Key informant interview

2.2.2. Focus group discussion

2.2.3. Personal observations

4.2. PRA tools

4.3.1. Resource mapping

4.3.2. Wealth ranking

4.3.3. Ranking and scoring

4.3.4.Trend /time analysis

4.3.5. Venn diagraming

Qualitative

data

collection

using

various

methods and

tools

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

2. Babbie, E.1973.

Survey Research

Methods, California:


Belmont. 3. Kotharc, C.R. 2001.

Research Methodology:

Methods and Techniques,

Wishwa Parak. Shan. New

Delhi, India 2nd

pp. 468

W11

and 12

Chapter 5: Quantitative research methods

and tools

5.1. Overview of quantitative research methods and

tools

5.2.Types of quantitative research methods

5.3. Methods of quantitative data collection

5.3.1. Interviewing

5.3.2. Probability distributions

5.4. Tools and techniques used for Quantitative data

collection and analysis

5.4.1. Quantitative risk analysis & modeling

techniques

5.4.2. Sensitivity analysis

5.4.3. Modeling & simulation

5.4.4. Cost Risk analysis

5.4.5. Schedule risk analysis

5.4.6. Risk Audits

5.4.7. Variance and trend analysis

5.4.8. Reserve analysis and others

Quantitative

data

collection

using

various

methods and

tools

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

2. Babbie, E.1973.

Survey Research



Belmont.

Kotharc, C.R. 2001.

Research Methodology:

Methods and

Techniques, Wishwa

Parak. Shan. New

Delhi, India 2nd

pp. 468.

3. Kotharc, C.R. 2001.

Research

Methodology:

Methods &

P a g e | 231

231

Techniques, Wishwa

Parak. Shan. New

Delhi, India 2nd

pp.

468

W13

and 14

Chapter Six: DRM Data Processing and

Analysis 6.1. Processing operations (editing, coding,

classification, tabulation)

6.2. Elements/ types of data/ analysis

6.3. Basic principles for analysis of qualitative data

6.4. Statistical test (descriptive statistics, and inferential

statistics)

Practice data

processing

and analysis

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

2. Babbie, E.1973.

Survey Research



Belmont.

W15

and 16

Chapter 7: Interpretation and Report Writing

and Scientific paper writing skill

and format

7.1. Research proposal writing skill and format

7.2. Report and scientific paper writing skills and

format

7.3. Literature Review methods

7.4. Types of publication

Practice

analyzed

data

interpretatio

n and report

writing

Practice

scientific

paper

writing

using

different

types of

writing

styles

1. University of

Leicester. 2001.

Research Methods in

the Study of Risk,

Crisis and Disaster

Risk Management,

Course Module 1-3-

9.42.

2. Robert A. 1996. How

to Write and Publish

a Scientific Paper, 4th

ed., Cambridge:

Cambridge University

Press, UK, PP.223.

Methods of Teaching

Case study: Some research case studies will be presented by students and students will be encouraged to

identify problem, develop research proposal, DRM data processes and analysis and write scientific paper

in various DRM findings. This is essential in order to understand disaster impact on different sectors, on

human welfare and derive policy options, Conflict of interest in DRM issues

Practical exercises

Field visits will be conducted to show students efforts made to adapt to impacts of DRM.

P a g e | 232

232




Course assessment




Quiz -----------------------------------------------------------------------------------7%

Test-------------------------------------------------------------------------------------8%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


Course Policy



















P a g e | 233

233

References

Ana-Maria DINU . 2012. Modern Methods of Risk Identification in Risk Management. International

Journal of Academic Research in Economics and Management Sciences. 1:6: 67 – 71.

Babbie, E.1973. Survey Research Methods, California: Wadsworth Publishing Belmont.

Fhi. 2005. Qualitative Research Methods: A Data Collector‟s Field Guide . North Carolina. USA. PP.

137.

Kotharc, C.R. 2001. Research Methodology: Methods and Techniques, Wishwa Parak. Shan. New Delhi,

India 2nd

pp. 468.

Robert A. 1996. How to Write and Publish a Scientific Paper, 4th ed., Cambridge: Cambridge University

Press, UK, PP.223.

University of Leicester. 2001. Research Methods in the Study of Risk, Crisis and Disaster Risk

Management, Course Module 1-3-9.42.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


P a g e | 234

234





Courses Title Sustainable Development


Development

Module name Disaster & Development

Module number M05

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 60 108


room

-


Target group 3rd



Year /semester 3rd

1st Semester

Pre-requisites None


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235

Course Description:

The course “sustainable development” is prepared for undergraduate students in the department

of disaster risk management and sustainable development. The overall purpose of delivering the

course is to familiarize students with basic concepts and principles of sustainable development.

Debates/arguments will be presented. The course comprises chapters including–Introduction to

the concept of Sustainable Development, environment and development, sectoral linkages in

environment and development, assessing the sustainability of development, and instruments and

strategies/mechanisms for sustainable development. The teaching method will range from lecture

to arguing on debatable issues. In addition to the class work, field works/observations are

believed to be essential to deliver the course in a complete manner.

Objectives:

After the end of the course, among others students are expected to:

Explain basic concepts in sustainable development from different dimensions,

Describe the components of sustainable development,

Argue against various development theories,

Explain the link between population growth, poverty, environment and sustainable

development,

Appreciate opportunities and challenges of sustainable development,

Appreciate the relationship between disasters and sustainable development, and

Contextualize various principles of development to various environmental setting.

Contents

1. Introduction to the concept of Sustainable Development

1. Definition of development, sustainability and sustainable development;

2. Evolution of sustainable development;

3. Dimensions of sustainable development;

4. Goals and core values of development and SDGs; and

2. Concerns in sustainable development

1. Population growth and sustainable development ;

2. Poverty and sustainable development ;

3. Inequality and sustainable development;

4. Biodiversity and sustainable development ; and

5. The link between disaster and sustainable development.

P a g e | 236

236

3. Sectorial linkages for sustainable development

1. Urban-rural linkage: Agriculture-Manufacturing industry linkage, Core and periphery

linkage;

2. Private and government sectors linkage;

3. Education sector, land use and administration, environment, water resources and energy,

information sector; and

4. Developed versus developing economies linkage.

4. Assessing the sustainability of development: Metrics

1. Environmental Performance indicators;

2. Indicators of sustainable development;

3. Life cycle analysis, sustainability indices and rating systems;

4. Carbon, water and ecological foot printing metrics; and

5. Greenhouse gases inventory metrics.

5. Instruments and strategies/mechanisms for sustainable development

1. Stakeholder analysis for sustainable development;

2. Environmental Management Systems;

3. Educational, institutional, legal, market, standards, certification, and other local to global

levels.

ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


P a g e | 237

237

COURSE POLICY















essential.







Teaching tools

Handouts on the topics covered in the course, lecture slides, assignments and exercises and their

draft solutions in R (The R Project [http://www.r-project.org/] for Statistical Computing).

References

1. Hecht, A. D. (1999). The triad of sustainable development: Promoting sustainable

development in developing countries. The Journal of Environment & Development, 8(2),

111-132.

2. Laedre, O., Haavaldsen, T., Bohne, R. A., Kallaos, J., & Lohne, J. (2015). Determining

sustainability impact assessment indicators. Impact Assessment and Project Appraisal, 33(2),

98-107.

3. Rainey, David Lloyd (2008): Sustainable Business Development: Inventing the Future

through Strategy, Innovation and Leadership, Cambridge (Cambridge Univ. Press).

4. Strange, Tracey / Bayley, Anne (2008). Sustainable Development. Linking Economy,

Society, Environment, OECD Insights, Paris.

5. Todaro, Michael P. / Smith, Stephen C. (2011). Economic Development, 11th ed., Boston

P a g e | 238

238

(Addison-Wesley).

6. Rapley, J. (2013). Understanding development: Theory and practice in the third world.

Routledge.

7. Borowy, I. (2013). Defining sustainable development for our common future: A history of the

World Commission on Environment and Development (Brundtland Commission). Routledge.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


P a g e | 239

239



Disaster Risk Management and Sustainable Development Program

Course Title Drought and Flood Risk Management

Course Code Drms3019

BSc Program Disaster Risk Management and Sustainable Development

Module Name Disaster risk management I

Module Code Drms01

Course Chair

Office location:

Mobile: ; e-mail:

Consultation Hours:

Instructor

Office location: Bahir Dar

Mobile:; e-mail:

Consultation Hours:

ECTS Credits

(CP)

6

Contact Hours

(per week)

Lecture Tutorial Lab/Practical Home Study Total

48

Lecture days,

Hours & Room:

Tutorial/Lab

days & Hours

Target Group: In Disaster Risk Management and Sustainable Development first year students

Year /Semester

Pre-requisites

Status of the

course

P a g e | 240

240

Course description This course explores definition and concepts of drought and flood; the causes and impacts of

drought and flood; the different characteristics of drought and flood as a hazard; underlying

vulnerability factors to the impacts of drought and flood hazards as well as assessment of

drought and flood risks; drought and flood management strategies; challenges and opportunities

of drought and flood management in Ethiopia.

Course Objectives: At the end of his course students will be able to:

Define the different types of drought & floods

Identify the causes and factors affecting the severity of drought & floods

Explain the different characteristics of drought & floods

Understand vulnerability and impacts of drought & floods

Apply drought and flood assessment tools

Understand the different drought & flood management strategies

Identify the challenges and opportunities of drought & flood management in Ethiopia


Week

Lecture

(hr)

Conceptual focus Assignment / Task / Reading

semester 3 Chapter 1: Understanding &

Defining Drought

Definition of drought

Concept of drought

Concept of drought

management

Types of drought

o Meteorological drought

o Agricultural drought

o Hydrological drought

o Socioeconomic drought

o Physiological drought

Causes of drought

Factors affecting the severity

of drought

Listen to a lecture and

take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Country Report on the

state of Drought Early

Warning Systems in

Ethiopia, National

Disaster

chapter 2: Characteristics of

Drought

Introduction

Intensity of drought

Frequency of drought Spatial

coverage of drought

Drought index


take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Edwards, D.C.; and T.

B. McKee. 1997.

Characteristics of

20th century drought

in the United States at

multiple time scales.

Climatology Report

Number 97–2,

Colorado State

University, Fort

Collins, Colorado.

P a g e | 241

241

chapter 3: Impacts &

Assessment of Drought risks

Potential impacts of drought

o Economic impacts

o Environmental impacts

o Social impacts

Drought risk assessment

o Hazard ranking exercise

o Vulnerability and capacity

assessment

o Risk matrix


take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Drought in Ethiopia,

UNICEF Report on

Ethiopia, 2003

Edwards, D.C.; and T.

B. McKee. 1997.

Characteristics of

20th century drought

in the United States at

multiple time scales.

Climatology Report

Number 97–2,

Colorado State

University, Fort

Collins, Colorado.

chapter 4: Drought

Management Strategies

Pre-drought disaster risk

management

o Drought mitigation &

preparedness

o Drought monitoring &

early warning

o Drought response

Post-drought disaster risk

management


take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Wilhite, Donald A. et

al. "Planning for

Drought: Moving

from Crisis to Risk

Management."

Journal of American

Water Resources

Association 36

(2000):697–710

Schanze, J., Zeman,

E., Marsalek, J. 2004.

Flood Risk

Management:

Hazards,

Vulnerability, and

Mitigation

chapter 5: Challenges of

Drought management

Challenges of Drought

management

o Conceptual problems

o Institutional challenges

o Climate change


take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Schanze, J., Zeman,


Flood Risk

Management:

Hazards,

Vulnerability, and

Mitigation



Warning Systems in

Ethiopia, National

Disaster

P a g e | 242

242

chapter 6: Drought monitoring

and warning

Indexes and models,

evaluation of meteorological

droughts,

Evaluation of hydrological

droughts.


take notes on the

lesson, Forward all

the confusion or

doubts trainee may


given lecture, take

part in discussions

Schanze, J., Zeman,


Flood Risk

Management:

Hazards,

Vulnerability, and

Mitigation



Warning Systems in

Ethiopia, National

Disaster

chapter 7: Acquisition and

processing of hydro-

meteorological data to support

flood and drought modeling:

rainfall fields estimates and

stream flow measurements,

open databases,

Data analysis and validation.

Remote sensing of water-

related variables.

Learning and Teaching Methods



Lecture

Reflections: Keep a weekly written reflection of your reactions, questions about the



covered in class

ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


P a g e | 243

243

COURSE POLICY















essential.







Teaching tools

Handouts on the topics covered in the course, lecture slides, assignments and exercises and their

draft solutions in R (The R Project [http://www.r-project.org/] for Statistical Computing).

Reference

1. Schanze, J., Zeman, E., Marsalek, J. 2004. Flood Risk Management: Hazards, Vulnerability,

and Mitigation Measures. Springer. Ostrov; Czech Republic.

2. Country Report on the state of Drought Early Warning Systems in Ethiopia, National

Disaster

3. Drought in Ethiopia, UNICEF Report on Ethiopia, 2003

4. Edwards, D.C.; and T. B. McKee. 1997. Characteristics of 20th century drought in the

United States at multiple time scales. Climatology Report Number 97–2, Colorado State

University, Fort Collins, Colorado.

5. Wilhite, Donald A. et al. "Planning for Drought: Moving from Crisis to Risk Management."

Journal of American Water Resources Association 36 (2000):697–710.

6. In particular, additional reading material includes:

7. -WMO (2008): Guide to Hydrological Practices. WMO No. 168. World Meteorological

Organization, Geneva.

8. - WMO(2008): Manual on Low-flow Estimation and Prediction, WMO No, 1029. World

Meteorological Organization, Geneva.

9. - WMO (2011): Manual on flood forecasting and warning, WMO No. 1072. World

Meteorological Organization, Geneva.

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244

10. -Grimaldi, S., S.C. Kao, A. Castellarin, S.M. Papalexiou, A. Viglione, F. Laio, H. Aksoy, A.

Gedikli (2011): Statistical Hydrology. In Treatise on Water Science. (479 – 517). ISBN: 978-

0-444-53199-5. OXFORD: Elsevier (UK).

Approved

Name Signature

Instructor/Tutor

Name Signature

Course Chair

Name Signature

Department Head





Courses Title Disaster Risk and Insurance


Module name Disaster Risk Management and Development

Module number 05

Course Chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

32 - - 60 108



Target group

Year /semester 3rd

year 2nd

semester

Pre-requisites None


COURSE DESCRIPTION

Everyone is living with risk. Risk can be managed by a variety of approaches. For this course purpose,

risk management consists risk avoidance, risk reduction, risk acceptance and risk transfer. Risk transfer

P a g e | 245

245

involves transferring the weight or the consequence of a risk on to some other party. There are many ways

that risk transfer can take place. Insurance is a commonly used method of risk transfer; the insurance

company accepts the risk of another. Insurance is an agreement where, for a stipulated payment called the

premium, one party (the insurer) agrees to pay to the other (the policyholder or his designated

beneficiary) a defined amount (the claim payment or benefit) upon the occurrence of a specific loss. This

course covers how individuals and business organizations manage risk via insurance the process. Students

will be prepared to function in a business environment, developing an awareness of the challenges, the

tools, and the process of designing and implementing a risk management program with respect to risk

transfer and insurance.

Course Objectives

The course is designed to provide students general principles of risk management particularly the ways in

which businesses and society assess, control, and transfer risk.

Upon completion of this course, the student will be able to:

understand various disaster risk management concepts, tools, techniques and practices,

understand general principles of risk management particularly the ways in which businesses and

society assess, control, and transfer risk,

Identify alternative risk management techniques and understand the insurance industry and its

beneficiaries.

explain insurance risk management and describe the insurance business and its operations

understand and explore the contractual aspects of insurance policies and attempt to understand

how claims come into existence and are managed,

Describe the meaning of insurance, policy forms, declarations and coverage extensions.

become familiar with a number of concepts, programs and insurance policies found in personal

and business application

engage and prepare to function in a business environment by developing an awareness of the

challenges, the tools, and the process of designing and implementing a risk management program

with respect to risk transfer and insurance.

P a g e | 246

246

TENTATIVE SCHEDULE OF LECTURE TOPICS AND READINGS

Week Lecture

hour

CONCEPTUAL FOCUS Essential READINGS

Week one

&two

3 Chapter 1: Introduction to Disaster Risk Management

Concepts and definitions of risk (hazard, vulnerability, risk, disaster risk

Identification and classification of risk

The probabilistic nature of risk - risk in statistics


instructor

Week three

and four

3

Techniques and steps in disaster risk management (processes and practices of

disaster risk mitigation plans):

Risk avoidance (risk reduction, risk prevention)

Risk sharing

Risk transfer

Week five,

six and

seven

3 Unit 2: Introduction to Risk Insurance: Role of insurance in risk management

Concepts and definitions of insurance

Historical development of insurance

Early methods Modern Insurance

Risk Management and Insurance Operations

statistical interpretations of risk insurance

Legal principles of risk transfer and government regulation of insurance,

Types of insurance

Vehicle/accident insurance

Life insurance

Health insurance

Liability insurance

Property insurance

Fire insurance

Week eight,

nine ,ten and

eleven

3 Unit 3: Disaster Risk Reduction and Management in Agriculture

Characterize the agricultural sector,

Vulnerabilities of the agricultural sector,

P a g e | 247

247

Agricultural risk

Sources of risk

Production risk

Market/price risk

Agricultural risk in the changing climate,

Mainstreaming DRR and CCA within agriculture sector,

The Importance of DRR in Agriculture

Policies strategies related to disaster risk reduction and management in agriculture,

Types of strategies to disaster risk reduction and management in agriculture

Risk mitigation

Risk transfer

Risk coping

Adaptive capacity


instructor

Week

twelve-

sixteen

3 Unit 4: Agricultural Risk Insurance in Ethiopia

crop insurance

weather risk insurance

Livestock risk insurance

price insurance

P a g e | 248

248

LEARNING AND TEACHING MEETHODS The course delivery system will be using lecture, discussions, questioning and answering, reading

assignments, individual and group works. ASSESSMENT OF LEARNING



Test -----------------------------------------------------------------------------------8%

Quiz -----------------------------------------------------------------------------------7%

Assignment --------------------------------------------------------------------------10%

Mid Exam----------------------------------------------------------------------------25%

Final exam---------------------------------------------------------------------------50%


Course Policy

















References

Agricultural insurance http://www.fao.org/ag/ags/agricultural-finance-and-

investment/agricultural-insurance/en/

Climate risk assessment and management in agriculture, Ramasamy Selvaraju, Climate, Energy and

Tenure Division, FAO, Rome, www.fao.org/3/a- i3084e/i3084e06.pdf

P a g e | 249

249

FAO. 2005. Insurance of crops in developing countries. FAO Agricultural Services

Bulletin 159. Rome. http://www.fao.org/ag/ags/ags-

division/publications/publication/en/c/38655/

Integrating Disaster Risk Management into Climate Change Adaptation: http://www.adpc.net/2012/?

Risk Management as a Pillar in Agriculture and Food Security Policies: India case study

Policy Brief, Kolli N. RAO Risk Management Policy Consultant, July 2008

Principles of Risk Management and Insurance – 12th edition Rejda McNamara,

http://www.amazon.com/Principles-Management-Insurance-Edition Pearson/dp/0132992914

Risk Mitigation training for Smallholder Agricultural Production in the Caribbean

https://agrisktraining.org/

Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Urban Risk Management


Module name Disaster Risk Management II

Module number 04

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 55 103

Lecture days, hours & -

P a g e | 250

250

room


hour

Target group 3rd


Students

Year /semester 3rd

Year, 2nd

Semester

Pre-requisites None


Course Description

The main purpose of this course is to introduce students the relationship between disaster risk and

urbanization; the characteristics of urban disaster risks; and the factors that make urban areas vulnerable

to different hazardevents. It also aims to aware students about the design and implementation of urban

risk reduction programs.

Objectives


Describe disaster risk context of urban areas

Explain relation between urbanization and disaster risks

Identify various urban hazards and risk reduction measures

Explain special characteristics that make urban areas vulnerable to different hazards

Describe compounding natures of disasters in urban areas

P a g e | 251

251



W1-3 9 Chapter1.Introduction to

Urban risk

Concepts of

urbanization

Causes and impacts of

urbanization

Tracing the roots of

Urban risk


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Urban risk

management module

prepared by DRMSD

program

PELLING, Mark and

Wisner, Ben (2008)

W4-6 9 Chapter2. Urban Morphology

Urban forms and

patterns

City structure

Population and city

land use


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Urban risk

management module

prepared by DRMSD

program

PauleitA. Coly, et al.

2015

W7-

10

12 Chapter3. Hazards in urban

environment

Urban floods

Environmental

pollution

Urban fire

Traffic Accident

Chemical hazards

Social Hazards

Geo-hazards


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Discuss on selected

Case Studies

Urban risk

management module

prepared by DRMSD

program

PELLING, Mark and

Wisner, Ben (2008)

W11-

13

9 Chapter4.Vulnerabilities in

Urban Areas

Population distribution

Urban slums

Housing structure

Building codes and

bylaws

Emergency services

Hydrology and drainage

systems


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Discuss on selected

Case Studies

Urban risk

management module

prepared by DRMSD

program

PELLING, Mark and

Wisner, Ben (2008)

W14-

16

9 Chapter5. Urban Risk

Reduction

Urban Risk and Urban

Authorities

Urban Risk Reduction

Strategies

Urban Disaster Risk

Management Plan


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Field visit to

relevant bureaus

Urban risk

management module

prepared by DRMSD

program

Field Study of any city

Visit to various urban

authorities Visit to

Fire Brigade, Rescue,

EPA

P a g e | 252

252




ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


COURSE POLICY















essential.







P a g e | 253

253

References

FERGUSON, Ronald F. and Dickens, William T. (1999) Urban Problems and Community

Development. Brookings Institution Press.

RAHMAN, A., Khan, A. N., Shaw R. (2016). Disaster Risk Reduction Approaches in Pakistan.

SPRINGER Verlag, Tokyo, JAPAN.

Shaw, R., Rahman, A., Surjan, A., &Parvin, G. A. (2016). Urban Disasters and Resilience in

Asia. Elsevier Inc. New York.

KHAN, A. N. (2009) Integrating Disaster Management and Climate Change Adaptation into

Policy Making. Proceedings of the International Disaster Management Conference -2009,

Baragali – Summer Campus, University of Peshawar, Khyber Pakhtunkhwa, Pakistan

PELLING, Mark and Wisner, Ben (2008) Disaster Risk Reduction: Cases from Urban Africa.

Earthscan Publications Ltd., London, UK.

PUGH, Cedric (1996) Sustainability the Environment and Urbanisation. Earthscan, London, Uk

SHAW, Rajib; Srinivas, Hari; and Sharma, Anshu (2009) Urban Risk Reduction: An Asian

Perspective. Community, Environment and Disaster Risk, Emerald Group Publishing Limited.

KHAN, Amir Nawaz (2016) Introduction to Hazards and Disasters. Al-Azhar Environmental

Planning and Management Centre, Peshawar

Pauleit · A. Coly · S. Fohlmeister P. Gasparini · G. Jørgensen · S. Kabisch W. J. Kombe · S.

Lindley I. Simonis · K. YeshitelaEditors. Urban Vulnerability and Climate Change in Africa: A

Multi-disciplinary Approach. Springer Cham Heidelberg New York Dordrecht London. ©

Springer International Publishing Switzerland 2015

Approved by:

____________________________________ ________________


_____________________________________ ______________


_____________________________________ ________________


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254

Course Description

This course deals about definition of health and nutrition. The course also focuses on the major nutritional

problems related with different disasters and the methods used for identifying these major nutritional

problems. The prevailing policies for food and nutrition security, as well as principles, codes and

standards that underpin humanitarian assistance will be introduced and their relevance to nutrition will be

reviewed.

Course Objectives:

At the end of this course, student will be able to:

Define Health and nutrition

Discuss the major nutritional problems of public health significance in Ethiopia

Develop skill on assessment of nutritional status,





Courses Title Health and Nutrition


Module number 06

Course chair Yosef Tamiru

Instructor/Tutor Yosef Tamiru ECTS credit (CP) 5

Contact hours per

term


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 114 162

Lecture days,

hours & room

-

Tutorial /lab days

& hour

Target group 4th

Year DRMSD Students

Year /semester 4th Year Semester I

Pre-requisites -

Status of the

course

Major

P a g e | 255

255

Identify the available interventions against nutritional problems

Identify the types and application of different types of feeding programs,

Describe the food and nutrition problems in emergencies


Wee

k

Lect

ure

(hr)

Contents Assignment / Task / Readings

1,2,3 8 1. Introduction

1.1 Concept of health

1.2 Different perspectives on

Health

1.3 Determinants of Health

1.4 Definition of public health

1.5 History of public health

1.6 Major disciplines in Public

health

1.7 Health Care Systems


take notes on the lesson,


or doubts trainee may


given lecture, take part in

discussions

Melkie E., (2004), Nutrition for

health extension workers: Lecture

notes, Ethiopia

3,4,5

,6

9 4. Nutrition

4.1 Definitions, Basic concepts

4.2 Types of Nutrients

4.3 The role nutrition on Health

4.4 Nutrition and development







discussions



notes, Ethiopia

6,7,8

,9

8 5. Malnutrition

5.1 Definition of Malnutrition

5.2 Types of malnutrition

6. Causes and effects of

Malnutrition Melkie E.,

(2004), Nutrition for health

extension workers: Lecture

notes, Ethiopia

5.3

5.4 Vulnerable Groups for

Malnutrition

5.5 Major nutritional problems

in Ethiopia


take no lesson, Forward

all the confusion or

doubts trainee may have



discussions



notes, Ethiopia

P a g e | 256

256

9,10,

11,1

2

9 4. Nutritional Assessment

4.1 Methods of Nutritional

Assessment

4.1.1 Anthropometry

4.1.2 Biochemical/biophysical

methods

4.1.3 Clinical methods

4.1.4 Dietary methods.


take no lesson, Forward

all the confusion or

doubts trainee may have



discussions

Visit nutritional

assessment laboratory



notes, Ethiopia

Disaster Prevention and

Preparedness Commission (2002),

Guideline on Emergency Nutrition

Assessment, Early warning

department, Addis Ababa, Ethiopia

12,1

3,14

6

5. Nutritional Surveillance

5.1 Definition

5.2 Objectives of Nutritional

Surveillance

5.3 Sources of information on

nutritional surveillance

5.4 Types of nutritional

surveillance







discussions



Emergency Nutrition

InterventionGuideline, Early

warning department Addis Ababa,

Ethiopia


health extension

workers:Lecturenotes, Ethiopia

14,1

5,16

8 6. Nutritional Intervention

6.1 Definition

6.2 Nutritional Interventions

Strategies

6.3 Emergency nutrition

intervention

6.4 Types of Feeding and

Nutrition Supplementation

Programs







discussions



Emergency Nutrition Intervention

Guideline, Early warning

department Addis Ababa, Ethiopia

Shiferaw M and Fenta H.

Epidemiology - A manual for

students and health workers in

Ethiopia.

Yigzaw K., (2004).Epidemiology

.Lecture notes for Environmental and

Occupational Health Students

P a g e | 257

257




1 Lecture

2 Discussion

3 Homework: Homework assignments will be given to help reinforce some topics covered and not


ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


COURSE POLICY

All students are expected to abide by the code of conduct of articles (article 194 of The Senate Legislation

of Bahir Dar University May 9, 2019) throughout this course. Academic dishonesty, including cheating,













essential.



P a g e | 258

258





REFERENCES

7. Disaster Prevention and Preparedness Commission (2002), Guideline on Emergency Nutrition

Assessment, Early warning department, Addis Ababa, Ethiopia

8. Disaster Prevention and Preparedness Commission (2004), Emergency Nutrition Intervention

Guideline, Early warning department Addis Ababa, Ethiopia

9. Gebrezgi G., Sadik T.&SeifuH.(2005), Introduction to public health: Lecture notes, Ethiopia

10. Melkie E., (2004), Nutrition for health extension workers: Lecture notes, Ethiopia

11. Shiferaw M and Fenta H. Epidemiology - A manual for students and health workers in Ethiopia.

12. Yigzaw K., (2004).Epidemiology .Lecture notes for Environmental and Occupational Health Students

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________






Courses Title Development planning and disaster risk reduction


Module name Disaster and Development

Module number 05

Course chair

Instructor/Tutor

ECTS credit (CP) 5

Contact hours per week Lectures Tutorials & Laboratory & Home Total

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259

seminars workshop Study

48 - - 60 108



Target group

Year /semester

Pre-requisites None


Course Description

This course generally deals with the basic ideas of development, the meaning, origin and experience of

development planning, as well as the various theories of development and mainstreaming of disaster risk

reduction in development planning.

Course Objectives:

Upon successful completion of this course students are expected to:

Understand the basic concept of development and development planning

Discuss the diverse structure of developing countries

Discuss the common characteristics of developing countries

Examine the rationale behind development planning

Understand the different development planning theories

Scrutinize the basic ideas behind each theory

Discuss the major types of development planning

Explain the relationships of disaster and development

Analyze the relevance of mainstreaming disaster in development planning

Analyze the Ethiopian development planning processes

Discuss the role of development planning for disaster reduction in Ethiopian context

P a g e | 260

260

TENTATIVE SCHEDULE FOR THE COURSE

We

ek

Lec

tur

e

(hr)

Conceptual focus Assignment / Task / Readings

1-3

16

1. Introduction

1.8 The concept of Development &

Growth

1.9 Measures of Economic

Development

1.10 The Core Values of

Development

1.11 Diverse structure of

Developing Countries

1.12 Common Characteristics of

Developing Countries

1.13 Obstacles to Economic

Development

Listen to a lecture and take notes

on the lesson, Forward all the

confusion or doubts trainee may

have in relation to the given

lecture, take part in discussions

Todaro, M.P and Smith S.C .(

2003). Economic Development.(pp

23-75).

Course materials

4-5

9

2. Development Planning

2.1 Concepts and Definitions of

Development Planning

2.2 Importance of Development

Planning

2.3 Planning Process

2.4 Mandates of Development

Planning

2.5 The need for Development

Planning

2.6 Types of Development Planning

2.7 Components of Development

Planning






Agrawal .A.N(1989). Economics

of Development and Planning

(pp45-70).

Course materials

6-7

7

3. Theories of Development

Planning

3.1 Introduction to development

planning

3.2 Classical theories of

development planning

3.3 Structural changes model

3.4 International Dependence

model

3.5 Neoclassical Counter

revolution: Market

fundamentalism






Todaro, M.P and Smith S.C .(

2003). Economic Development.

(pp 150-200).

Agrawal .A.N (1989). Economics

of Development and Planning (pp

78-124).

8

8 4. Development Planning and


4.1. The nexus between disaster risk

reduction and development

planning

4.2. The enabling environment






Benson, C & J Twigg. 2007.

Tools for Mainstreaming

Disaster Risk Reduction (pp 50-

113).

Contingency planning

guidelines. World Food

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261

4.3. Contingency planning Program. (pp 1-25).

9

8 5 Development Planning in

Ethiopia 5.1. Introduction

5.2. Decentralization and

Development planning in

Ethiopia

5.3. Approaches to Development

planning






Ethiopian Growth and

Transformation Plan (2011-2014)

(pp 1-75).

PASDEP, (2005-2007) (pp 50-

100).

Course materials








ASSESSMENT METHODS




Activities Marks

Test 8%

Quiz 7%

Assignment 10%

Group project 25%

Final Exam 50%

Total 100%


Course Policy











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262







REFERENCES

Todaro, M.P and Smith S.C.( 2003). Economic Development. 10th edition.

Agrawal .A.N (1989). Economics of Development and Planning

Benson, C and J Twigg. 2007. Tools for Mainstreaming Disaster Risk Reduction:

Guidance Notes for Development Organisations. Geneva: ProVention Consortium. Available

Agenda 21 (2003) United Nations Department of Economic and Social Affairs, Division for

Sustainable Development.

Contingency planning guidelines (----). World Food Program.

Ethiopian Publication: MoFED Publications and books as well as Journals on Ethiopian

Economy.

Ethiopian Growth and Transformation Plan (GTP) (2011-2014)

Bibliography

Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Senior Research Project Proposal


Module name Research Methods and Tools

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263

Module number 05

Course chair

Instructor/Tutor

ECTS credit (CP) 6


seminars

Laboratory &

workshop

Home

Study

Total

- 48 144 162


room

-


hour

Target group

Year /semester

Pre-requisites None


Course Description:

Theory: Principles of research proposal writings, elements of good research proposal, formatting

of research proposals

Practical: Students will write a senior research proposal which has to be approved by their

respective advisors and they are expected to carry out a research on the selected research topic.

Students are expected to follow the standard proposal writing procedure in socio economic

research. The proposal should demonstrate the students‟ skill to select researchable topic and

develop it to well-articulated proposals.

Presentation: Students will present their proposals after approved by their respective advisors.

Course Objectives:

The overall objective of this course is to acquaint students in writing viable and sound research

proposal using scientific principles of research proposal writing.

At the end of the course students will be able to:

Synthesize relevant literature to carry out research

Identify research gap and select research topic

Prepare good research proposal

SCHEDULE OF LECTURE TOPICS AND READINGS

Duration Conceptual focus/Activities Mode of Teaching Learning

Week 1-2 Principles of research proposal writings

Students will read different literature

Week 3-16 Student will review different literature

Students will read different literature

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264

Week 4-16 Discuss with respective advisor about the title of the Project

Making Discussion with the advisor to take comment

Week 3 Submission of the research title Making Discussion with the advisor to take comment

Week 3-13 Develop the proposal Making Discussion with the advisor to take comment

Week 14 Submit the first draft to advisor Making Discussion with the advisor to take comment

Week 14-15

Incorporate the comment by the advisor


Week 15 Submit the final copy to the coordinator


Week 16 Presentation

Assessment Methods

Assessment Type Allotted Points Week

Presentation 40%

Final proposal 60%

Course Policy: All students are expected to abide by the code of conduct of students (article 166

and 166.1.1, of The Senate Legislation of Bahir Dar University May 09, 2019) throughout this




day, ranging from lectures to discussions. Students will be active participants in the course. You

need to ask questions and raise issues. I expect you to do all the assignments you are supposed to

accomplish. You are required to submit and present the assignments provided according to the

time table indicated. I‟ll give out the directions, if I find it necessary, for the assignments one

week prior to their due date. Note on class attendance and participation: You are expected to

attend class regularly. I will take attendance during the period of time this course is offered. If

you miss more than 85% of the class attendance you will not sit for final exams. Please try to be

on time for class. Cell phones MUST be turned off before entering the class as they are

disruptive and annoying to all of us in the class. So please make sure your cell phone is turned

off before entering the class. You are responsible for all class announcements and changes. All

issues discussed in class or derived from other sources may be the subject of assignment or final

exam question items.

Reference:

Gustavii, B. (2003). How to write and illustrate a scientific paper. Cambridge University, UK:

The Cambridge Press.

P a g e | 265

265

Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Scientific Writing Skill and Seminar Presentation



Module number 07

Course chair

Instructor/Tutor

ECTS credit (CP) 3


seminars

Laboratory &

workshop

Home

Study

Total

- 32 49 81


room

-


hour

Target group

Year /semester

Pre-requisites


Course description

As a prelude to independent seminar presentation, students will be introduced to organization and

structure of presentation, discussion of good presentation styles, proper development and use of slides,

overheads, PowerPoint, handouts and other necessary materials for good presentation.

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266

Students will choose a specific topic related to disaster risk management, food security, climate change,

environment and any development topic conduct literature review, preparing a term paper for seminar and

present it to the staff and students.

Course objective and competences to be acquired


Develop skills on paper preparation

Enhance their speaking and presentation skills

Enhance their skill on how to review literatures

Week Lecture

hrs

Conceptual Focus, Activities/tasks Assignment / Task /

Week 1-8

8 General introduction about course and setting ground rules Listen to a lecture and take

notes on the lesson, Forward

all the confusion or doubts

trainee may have in relation to

the given lecture, take part in

discussions.

1.1.Literature Review

Case studies

1.2.Plagiarism and Academic ethics

1.3.Organization and structure of seminar presentation

1.4 Development of Slides and PowerPoint

1.5 Discussion on styles of good presentation-What to do and

What to avoid during presentation

Week 9-

16

8 Part Two: Independent seminar presentation by students

which will be reviewed by advisor and course instructor

Listen instructions given by

the lecturer and ask questions

,prepare seminar reports and

presentation Assessment: Report writing: 30%

Seminar Presentation: 70%

Course

expectation

Preparedness for the presentation and participation

during presentations is a requirement for all students

Course policy Attendance: 85% course attendance is compulsory.

Students are expected to be punctual. Students should

provide tangible evidence in case of any absence.

References 1. Jerome L. Myers, Arnold D. Well(2003), Research

Design and Statistical Analysis, Lawrence Erlbaum

Associates

2. Michael J. Katz(2006) From research to manuscript:

A guide to scientific writing, ISBN: 9781402040450,1-

4020-4045-8

ISBN: 9780805840377,9781410607034,0805840370

Approved by:

_____________________________________ ________________


_____________________________________ ________________



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267





Courses Title Migration and Refugees

Degree Program BSc. Disaster Risk Management and Sustainable

Development

Module name Disaster and Cross cutting issues

Module number -----

Course chair

Instructor/Tutor

ECTS credit (CP) 5


seminars

Laboratory &

workshop

Home

Study

Total

32 - -



Target group 4th

year Disaster Risk Management and Sustainable


Year /semester 4th

Year, 1st

Semester

Pre-requisites


Course description

Migration, both temporary and permanent, has always been a traditional response or survival

strategy of people confronting environmental changes or to a complex pattern of factors

including social, economic and political as well as environmental forces that endanger human

welfare. Understanding the underlying factors and the risks associated with migration is

therefore, an important step for designing effective policy measures and strategies in managing

migration. The course deals with the concept of migration and refugees; laws and policies;

causes of migration; internally displaced persons (IDPs); asylum seekers; refugee camps; health,

education and livelihoods systems for refugees; organizations involved in refugee issues.

Course Objectives:

By the end of this course, the student will:

Discuss the causes, types and nature of Migration

Explain temporary or permanent, internal or international migration

Explain the nature of migration theories,

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268

Describe the Socio- economic Situation of displaced people

Describe the relationship between refugees and host communities

Describe the consequences of migration for the people who move, for those left behind and for

the places of destination

Explain the migration and refugee history of Ethiopia

Revist asylum and refugee policies and international laws and Ethiopian experiences


Schedule Lecture

hour

CONCEPTUAL TOOLS READINGS

CHAPTER ONE: INTRODUCTION

Compiled notes

&Power point

presentations

week 1 1 The concept of migration

week 1 & 2 4 Types of migration

Types of migration

Historical Development of Migration

Current trends of migration

Policy on Migration

Migration and social protection

CHAPTER TWO : CAUSES AND EFFECTS OF

MIGRATION

Hand out and R.Poul

(1975)

Week 2 &3 3 Causes of migration

Week 3 3 Push factors

Push factors

Networking

Week 4 3 Migration and disaster risk Destruction of Migration

and health risks

Migration Status and vulnerability

Migration, gender and vulnerability

Migration as a livelihood/coping strategy

CHAPTER THREE : INTRNAL AND

INTERNATIONAL MIGRATION

SjaastedL.A.(1962)

Week 5 1 Internal Migration

Week 5 3 Source of data

Measurement of internal migration

Causes and Consequences

Week 6 3 International Migration poverty reduction

Source of Data

Measurements

Past and present trends

Causes and Consequences

CHAPTER FOUR : THEORIES OF

MIGRATION AND REFUGEE

Week 7 3 Lee‟s Theory of Migration

Week 8 3 Tadaro‟s Model of Migration

Week 9 3 Revenestein‟s law of Migration

Week 10 3 Zelinsky‟s Hypothesis of the Mobility Transition

Week 11 3 Refugee Theory R.Poul (1975)

Week 12 3 CHAPTER FIVE : REFUGEES




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269

Week 13 3 Concepts of Refugees (2 hrs)

Socio-Economic and Political situations of Refugee

Campus

Refugee‟s relationship with the host community

UNHCr(2001)

Week 14 3 Institutions involved in refugee camps

International Conventions on refugees

Week 15 3 Refugees and Migration history in Ethiopia




Lecture

Reflections: Keep a weekly written reflection of your reactions, questions about the readings and


Home work: Assignments will be given to help reinforce some topics covered or not covered in class

ASSESSMENT METHODS




Activities Marks

Test 1 8%

Quiz 7%

Assignment 10%

Mid exam 25%

Final Exam 50%

Total 100%


Course Policy






day, ranging from lectures to discussions.

Students will be active participants in the course. You need to ask questions and raise issues. I

expect you to do all the assignments you are supposed to accomplish. You are required to submit

and present the assignments provided according to the time table indicated. I‟ll give out the

directions, if I find it necessary, for the assignments one week prior to their due date. Note on

class attendance and participation: You are expected to attend class regularly. I will take

P a g e | 270

270

attendance during the period of time this course is offered. If you miss more than 85% of the

class attendance you will not sit for final exams. Please try to be on time for class. Cell phones

MUST be turned off before entering the class as they are disruptive and annoying to all of us in

the class. So please make sure your cell phone is turned off before entering the class. You are

responsible for all class announcements and changes. All issues discussed in class or derived

from other sources may be the subject of assignment or final exam question items.

Required readings:

Douglas W. MacPherson , Irregular migration and health, Migration Health Consultants Inc.

& Faculty of Health Sciences, McMaster University, Ontario, Canada

Susan F. Martin 2010. Climate change and migration, Study Team on Climate-Induced Migration

R.Poul (1975): Migration Theory and Fact, Philadelphia Regional Science Research, Philadelphia

Sjaasted L.A.(1962):The Cost and Return of Human Migration, Journal of Political

Economy,Vol.21

UN (1998); Meeting the Challenges of Migration, New York

UN (2005): The Global Commission on International Migration, Geneva

Recommended Reading: UNHCr(2001): Convention and Protocol Relating to the Status of Refugee, Geneva

UN (2006): Assistance to Refugee, Returnees and Internally Displaced Persons in Africa,

New York

Approved by:

Name Course Instructor /Tutor Signature Date

Name Course chair Signature Date

Name Program manager Signature Date

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271



Program Disaster risk management and sustainable development

Course code Drms4061

Course title Gender Disaster and development

Degree program Bsc. disaster risk management and sustainable development

Module name Cross cutting issue in DRM

Module number M06

Course chair Yoseph Tameru

Instructor/tutor

Neima Ahmed

ECTS credit CP Lectures Tutorial &

seminar

Laboratory

& workshop

Home study Total

Contact hour per week 3(+0) 5 8

Lecture days, hours &room --

Tutorial/lab days and hours -

Target group 3rd


Year/ semester 3rd

Year, 1st Semester

Pre-requisite None


Course description

The main purpose of this course is to introduce students about the terminology and concepts of gender,

gender analysis, gender-based inequalities, gender mainstreaming, gender equality, the relationship

between gender and disaster and gender and development: the differential impacts of disaster on women

and men. And also, it describes about gender focused approaches to development. It also aims to aware

students about the vulnerable groups of disaster and actions to be taken in order to ameliorate the

problems of women before, during and after disasters.

Objectives


Identify the conceptual differences between sex and gender;

Describe the common areas and the variations in the construction of gender in different social and

cultural contexts

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272

Describe the relationship between gender and disaster

Understand basic concepts of gender and development;

Explain gender focused approaches to development

Describe the vulnerable groups of disaster

Understand concept and tools for gender analysis

Try to link gender problems to disasters and formulate appropriate solutions to tackle problems of

women;


Week Lectur

e/hr

Conceptual focus Assignment task Reading

8 Chapter 1: Introduction to Gender,

Disaster and Development

1 1.1 Introduction to Gender

1 1.2 Difference between Gender

And Sex.

1.3 Gender terminologies

1.4 Socialization

1.5 Gendered Activities, Roles and

Responsibilities


take note on the lesson,

forward all the

confusion doubts trainee

may have in relation to a

given take part in

discussion

Enarson E,(2000) gender

and natural disaster

Geneva rout des morillon

Williams, S. (1994)

Oxfam Gender Training

Manual. Oxford: Oxfam

9 Chapter:2 Gender and Disasters

2.1 Basic Concepts of Disaster

Management

2.2 Relationship between hazard,

vulnerability and disaster

2.3 Vulnerability of Women and Men

in Disasters

2.4 linkages of gender and disaster



forward all the



given take part in

discussion

Leavey (1992) gender &

the environment

The challenge of cross

cutting in development

planning &environment

and urbanization 4;1

9

8

Chapter 3 Gender and Development

3.1 Define Development

3.2 Dimensions of development

3.3 Sustainable Development

3.4 linkage of gender and development

Chapter 4: Gender Approaches

4.1 Gender Focused Approaches to

Development

4.1.Gender and Development (GAD)

4.2 Women in Development (WID)



forward all the



given take part in

discussion



forward all the



given take part in

discussion

Leavey (1992) gender &

the environment

The challenge of cross

cutting in development

planning &environment

and urbanization 4;1

Moser (1993)gender

planning and development

theory, practice and

training . London Rutledge

chapter1:3

Homebereg H.v.d Gender

and development a

Bibliography university of

Amsterdam

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273

7 Chapter 5: Gender and vulnerable

Factors of Disaster

6.1 Global Action on Gender-Sensitive


6.2 Vulnerability Factors related to

gender



forward all the



given take part in

discussion

Williams (1994)Oxfam

gender training manual

oxford Oxfam

Enarson,E(2000) gender

and natural disaster ,

Geneva Route Des

Moillons

Chapter 6: Vulnerable groups of

Disaster

7.1 Vulnerable populations for disaster

7.1.1 undocumented workers

7.1.2 Children

7.1.3 pregnant women

7.1.3 elderly persons

7.1.4 individuals with disabilities

7.2 Factors of vulnerability


take notes on the

lesson, Forward all the c

on fusion or doubts

trainee may have in

relation to the given

lecture, take

part in discussions

Walia Ajinder (2015): ToT

Module on Gender and

Disaster Management.

National Institute of

Disaster Management,

New Delhi.

Chapter 7: Actions to be taken

8.1 Gender analysis and vulnerability

assessments

8.2 Gender-fair disaster interventions

8.3 Sustainable income-generating

projects


take notes on the

lesson, Forward all the c

on fusion or doubts

trainee may have in


lecture, take

part in discussions

Hazel Reeves and Sally

Baden, 2000: Gender and

Development




ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


P a g e | 274

274

COURSE POLICY















essential.







Reference

Enarson, E. (2000). Gender and Natural Disasters, Geneva: Route des Morillons.

Moser, C.O.N. (1989) Gender Planning in the Third World: Meeting Practical and Strategic Needs. World

Development 17:11

Moser, C.O.N. (1993) Gender Planning and Development: Theory, Practice and Training. London:

Routledge. Chapters 1-3

Levy, C. (1992) Gender and the Environment: The Challenge of Cross-Cutting Issues in Development

Policy and Planning. Environment and Urbanisation 4:1

Hombergh, H. v.d. (1994) Gender, Environment and Development: A Bibliography. University of

Amsterdam: INDRA.

Williams, S. (1994) Oxfam Gender Training Manual. Oxford: Oxfam.

Approved by:

Name Course Instructor /Tutor Signature--------------------------

Neima Ahmed

Name Course chair Signature----------------------------

Yoseph Tameru

Name Department head Signature-----------------------------

Adey Belete

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275

Course Description

This course generally deals with the concepts of epidemiology, causes of disease and levels of disease prevention,

measurements of morbidity and mortality, public health surveillance and the main steps for conducting epidemic

investigation.

Course Objectives:

Upon successful completion of this course, students are expected to:

Describe the basic concept of Epidemiology

Identify different risk factors for disease

Describe the levels of disease prevention

Calculate the most important morbidity and mortality measures

Explain the purpose and types of surveillance

Identify different steps in the investigation of epidemic

Discuss the management of epidemic





Courses Title Disaster Epidemiology


Module number 06

Course chair Yosef Tamiru

Instructor/Tutor Yidenkachew Merkeb

ECTS credit (CP) 5

Contact hours per

term


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 114 162 Lecture days, hours

& room -

Tutorial /lab days

& hour

Target group 4th Year DRMSD Students

Year /semester 4th Year Semester I

Pre-requisites -

Status of the

course

Major

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276

SCHEDULE OF LECTURE TOPICS, ACTIVITIES AND READING

Week Lecture (hr) Conceptual focus Assignment / Task / Readings

1,2,3 8 1. Introduction 1.1 History of epidemiology

1.2 Definition of epidemiology

1.3 Purpose of epidemiology

1.4 Roles of epidemiology

1.5 Types of epidemiology




trainee may have in relation

to the given lecture, take part

in discussions

3,4,5,6 9 2. Disease causation and level of prevention 2.1 Definition

2.2 Causes of disease

2.3 Model of disease causation

2.4 Levels of prevention

2.5 Natural history of disease

2.6 Infectious diseases






in discussions

6,7,8,9,

10

11 3. Measurements of Morbidity and Mortality

3.1 Measurement of health

3.2 Ratio, proportion and rates

3.3 Measurements of morbidity

3.4 Measurements of mortality

3.5 Measuring risk


notes on the lesson, practice

CRA tools in the field.

10,11,1

2,13

10 4. Public Health surveillance

4.1 Purposes and uses of surveillance

4.2 Types of surveillance

4.3 Sources of data and methods of data collection

4.4 Features of good surveillance system

4.5 Conducting surveillance

4.6 Integrated disease surveillance system






in discussions

13,14,1

5,16

10 5. Epidemic Investigation and Management

5.1 Levels of Disease occurrence

5.2 Measuring disease occurrence

5.3 Types of epidemics

5.4 Investigation of an epidemic

5.5 Steps of epidemic Investigation

5.6 Epidemic management strategies






in discussions

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277




Lecture

Discussion



ASSESSMENT METHODS




Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


COURSE POLICY















essential.







P a g e | 278

278

REFERENCES

1. Yamane B. (2004). Principles of Epidemiology: lecture note. Addis Ababa, Ethiopia.

2. Susan Carr, Nigel Unwin and Tanja Pless-Mulloli. (1997). An introduction to public health and

epidemiology.Mc Graw HillOpen University Press

3. Gebrezgi G, Sadik T and SeifuHagos. (2006).Introduction to Public Health. Lecture notes for

health science students

4. Mausner and Bahn. Introductory text of epidemiology. Second Edition. W. B. Saunders.

5. Fletcher M. Principles and practice of Epidemiology.

6. Barker DJP. Practical Epidemiology. 3rdedition

7. Epidemiology in community health. Jane McCusker series

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


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279





Courses Title Fire Risk Management



Module number 04

Course chair

Instructor/Tutor

ECTS credit (CP) 05


seminars

Laboratory &

workshop

Home

Study

Total

32 - 48 55 135


room

-


hour

Target group 4th


Students

Year /semester 4th

Year, 1st Semester

Pre-requisites None


Course Description

The general objective of this course is to equip students with the knowledge, skills and attitudes

that will enable them to identify the conditions capable of causing fire, know how to use

firefighting equipment, respond appropriately to fire emergencies and adequately implement fire

emergency procedures. This course also will cover principles of fire and explosion, causes and

prevention of fires, fire protection in structures and forest and ensuring the safety of people in the

event of fire. Crucially, the practical element of the course also ensures that participants can

carry out, unaided, a fire risk assessment and prepare a recommendations report for management.

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280

Objectives


Describe the nature, behavior and combustion process of fire

Analyze fire management strategies

Develop theoretical and practical application of fire extinguishers

Describe the legislative framework and the mechanism of enforcement of fire safety

Conduct a fire risk assessment and compile a report

Analyze the concepts and management of wildfire

Identify the search and rescue activities in the context of fire

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281

Schedule of Lecture Topics, Activities and Readings

Week Lecture(hrs) Contents Activities/tasks

Readings

1-2 6 Chapter1. Introduction to

Fire Risk and Trends

Introduction to fire

Trends in fire risk

Large fire events in

Ethiopia and consequences,

challenges in fire risk

management

Fire Service History and

Culture in Ethiopia

Power Point

presentation,

activities, group

discussion

Module

3-5 9 Chapter 2.Fire chemistry

and behavior

Science of fire (Meaning of

fire and process of fire

formation)

Causes of fire

Elements of fire

Modes of fire combustion

Source and transmission

method of heat

Classifications of fire

Stage of fire development

Factor affecting fire

development

Fire behavior

Listen to videos,

practical

demonstrations and

activities

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

International Fire

Service Training

Associations

(2013). Essentials

of Fire Fighting

(6th Ed.).

Oklahoma State

University:

Walsworth

Publishing

6-9 9 Chapter Three. Fire Risk

Assessment

Fire risk assessment

methodologies and

applications

Guidance documents

Syndicated fire risk

assessment practical

exercise, report completion

and report debrief

-Listening the

lecture and taking

short notes

- Asking questions

which are not clear

in the lecture

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

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282

10-11 6 Chapter Four. Fire

Prevention

What is fire prevention?

Elements in fire prevention

(removing/reducing

sources of Ignition, sources

of fuel and sources of

oxygen)/ Clearance of

combustible materials

Access to roof-space

Fire-retarding materials

Educating workers public

safety

Power point

presentation, video

visualizations,

practical

demonstrations and

activities portable fire

extinguishers , drill.

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

International Fire

Service Training

Associations

(2013). Essentials

of Fire Fighting

(6th Ed.).

Oklahoma State

University:

Walsworth

Publishing

12-13 6 Chapter Five. Fire

Protection Systems

Fire detection and alarm

systems

Methods of fire

extinguishment and

extinguishing agents

Firefighting equipment and

facilities (portable fire

extinguishers, Fixed

extinguishing systems)

Application of portable

Firefighting Equipment

Escape routes

Emergency escape lighting

Signs and notices

Installation, testing and

maintenance

PowerPoint

presentation, video

visualizations,

practical

demonstrations and

activities portable fire

extinguishers , drill.

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

Bennet.J.A. et al.

2003.The Fire

Chief‟s Handbook

(6thEd.)United

State of America.

International Fire

Service Training

Associations

(2013). Essentials

of Fire Fighting

(6th Ed.).

Oklahoma State

University:

Walsworth

Publishing

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283

14 3 Chapter Six. Fire Control

Size Up

Direct fire fighting

Indirect fire fighting

Offensive technique

Defensive technique

-Listening the

lecture and taking

short notes

-Asking questions

which are not clear

in the lecture

-Take part in

reading assignment

- Practical

demonstration

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

Bennet.J.A. et al.

2003.The Fire

Chief‟s Handbook

(6thEd.)United

State of America.

International Fire

Service Training

Associations

(2013). Essentials

of Fire Fighting

(6th Ed.).

Oklahoma State

University:

Walsworth

Publishing

15-16 6 Chapter Seven: Wildfire Management

Basics of Wildfire

Behavior and

classification of wild

fire

Wildfire prevention

strategy

Wildfire emergency

management

Organization and

management of wild

fire

Fire Fighting

Strategy

Human

Resources

Management

Fire Fighting

Equipment

-Listening the

lecture and taking

short notes

-Asking questions

which are not clear

in the lecture

-Take part in

reading assignment

- Take part in group

discussion

Example fire

safety

maintenance

checklist

Technical

information

on fire-

resisting

separation,

fire doors and

door

fastenings

Module

American safety

and health

institute (2008),

Basic first aid for

the community

and workplace

Bennet.J.A. et al.

2003.The Fire

Chief‟s Handbook

(6thEd.)United

State of America.

Food and

Agriculture

Organization of

the United

Nations,

2010.Wild land

Fire Management

Handbook for

Trainers, Rome.

Food and

Agriculture

Organization of

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284

the United

Nations, 2001

Global Forest Fire

Assessment 1990-

2000

Chapter Eight: Search and

Rescue

Introduction to

search and rescue

Search techniques

Rescue techniques

How to use search

and rescue

equipment



discussion, assignment and presentation, lab activities and field work. SUMMARY OF ASSIGNMENTS, TESTS, QUIZES AND EXAM

Activities Marks

Quiz 1 7%

Test 1 8%


Mid Exam 25%

Final Exam 50%

Total 100%


Course policy

All students are expected to abide by the code of conduct of articles (Senate Legislation of Bahir

Dar University May 9, 2019) throughout this course. Academic dishonesty, including cheating,

fabrication, and plagiarism will not be tolerated. If you need to read it you can get a copy (to be

copied by yourself) of it from your academic advisor. You need to ask questions and raise issues.

You are expected to do all the assignments, lab activities and exercises. You are required to

submit and present the assignments and lab exercises on time.

You are expected to attend class regularly. Attendance will be taken on random days during the

semester to ensure that students are coming to class, and if you miss class repeatedly, you

couldn‟t grasp the course contents so your grade will be affected. If you miss more than 85% of

the class attendance you will not sit for final exam. Please try to be on time for class. Questions

will often be asked during lectures and lab exercises and active participation in class is essential.

Cell phones: Cell phones must be turned off before entering the class as they are disruptive and

annoying to all of us in the class. So, please make sure your cell phone is turned off before

entering the class. You are responsible for all class announcements and changes.

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285

References

American Red Cross society 2nd edition, standard first aid and personal safety

American safety and health institute (2008), Basic first aid for the community and workplace

Bennet.J.A. et al. 2003.The Fire Chief‟s Handbook (6thEd.)United State of America.

British red cross society,9thedition,ABC of first aid

California State Fire Department, 2009. Rescue Systems 1: Instructor and Student Manual

Fire Precautions (Workplace) Regulations 1997, SI 1997/1840. The Stationery Office 1997.

ISBN 0 11 064738

Fire Precautions (Workplace) (Amendment) Regulations 1999, SI 1999/1877

Food and Agriculture Organization of the United Nations, 2010.Wild land Fire Management

Handbook for Trainers, Rome.

International federation of red cross and red crescent societies(2016), International first aid and

resuscitation guidelines

International Fire Service Training Associations (2013). Essentials of Fire Fighting (6th Ed.).

Oklahoma State University: Walsworth Publishing

Lao national first aid curriculum development technical working group(2014) Trainer manual

Regulatory Reform (Fire Safety) Order 2005, SI 2005/1541. The Stationery Office, 2005. ISBN

0 11 072945

Regulatory Reform (Fire Safety) Order 2005, SI 2005/1541. The Stationery Office, 2005. ISBN

0 11 072945 5.Fire Precautions Act 1971 (c 40). The Stationery Office, 1971. ISBN 0 10

544071X.

The Stationery Office, 1999. ISBN 0 11 082882.

.

Approved by:

____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


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Courses Title Climate Change and Disaster



Module number 04

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 60 108



Target group 4th

Year

DRMSD Students.

Year /semester 4th

Year 1st semester

Pre-requisites None


Course description

This course deals with basic elements of weather and climate; the origin and composition of the

atmosphere as well as the earth‟s energy budget. Classification of climates: Overview of bases for

classification systems. Climate change: concepts, global and local climate change; causes and effects.

Concepts of climate change adaptation and mitigation, the linkages between climate change adaptation

and disaster risk reduction, the need to mainstream CCA in different development sectors. Climate zones

of Ethiopia, seasons, etc. Agro-ecology of Ethiopia; weather systems affecting Ethiopia. Climate related

hazards of Ethiopia: drought, flooding etc.

Course Objectives:

At the end of the course, students are expected to

List the different layers of the atmosphere

Understand and explain the elements of weather and climate

Explain the behavior of the atmosphere

Know the causes and effects of climate change

Understand concepts of climate change adaptation and mitigation

Understand the linkage between CCA and DRR

Know the weather pattern that affects Ethiopia

Understand and explain climatic related hazards of Ethiopia

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287


We

ek

Lec

(hr)


1, 2

and

3

8 1. Introduction

1.1 Atmospheric Composition

1.2 Layers of the atmosphere

1.3 Atmospheric Resources

1.4 Elements of Weather and

Climate






discussions

C.Donald Ahrens :Essentials

of Meteorology (pp53-107)

-Dennis L.Hartmann: Global

Physical Climatology (pp1-

17)

4,

5,

and

6

8 2 Climate Change and Global

Warming

2.1 Introduction

2.2 Factors related to climate

change

2.3 Causes of climate change

2.4 Consequences of climate

change

2.5 Future projections of climate

change






discussions

C.Donald Ahrens:Essentials

of Meteorology (pp1-24)

- Handout

7, 8

and

9

16 3 Climate Change Adaptation

(CCA)

3.1 Concepts of climate change

adaptation

3.2 why Should Climate Change

Adaptation Interest Development

Agencies/Organizations

3.3 The Current Climate Change

Adaptation/ Mainstreaming

Climate Change Adaptation

3.4 CCA and Other development

sectors






discussions

Handout

- C.Donald Ahrens:Essentials

of Meteorology (pp 340-372)

10,

11,

and

12

8 4 Linking CCA and DRR

4.1 Introduction

4.2 Similarities and differences

between CCA and DRR

4.3 The need for closer collaboration






discussions

C.Donald Ahrens:Essentials

of Meteorology (pp 198-228)

13,

14,

15

and

16

8 5. The Climate System of

Ethiopia

5.1 Climate zone and season 5.2 Weathering system affecting

Ethiopia

5.3 Agro-ecological classification of

Ethiopia

5.4 Climate and Agriculture

5.5 Climate factors in crop production

5.6 Climate related hazards in

Ethiopia






discussions

Handout

-Harpal S. Mavi and Graeme

J.Topper (2005).

Agrometeorology principles

and applications of climate

studies (pp 209-236)

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288




ASSESSMENT METHODS




Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%

Total 100%


COURSE POLICY

All students are expected to abide by the code of conduct of students (article 166 and 166.1.1, of The

Senate Legislation of Bahir Dar University May 20, 2005) throughout this course. Academic dishonesty,

including cheating, fabrication, and plagiarism will not be tolerated and will be reported to concerned

bodies for action. If you need to read it, you can get a copy (to be copied by yourself) of it from your

academic advisor.

Class activities will vary day to day, ranging from lectures to discussions. Students will be active

participants in the course. You need to ask questions and raise issues. I expect you to do all the

assignments you are supposed to accomplish. You are required to submit and present the assignments

provided according to the time table indicated. I‟ll give out the directions, if I find it necessary, for the

assignments one week prior to their due date though they are explained at each content of your course

guidebook.






essential

Cell phones MUST be turned off before entering the class as they are disruptive and annoying to all of us

in the class. So please make sure your cell phone is turned off before entering the class. You are

responsible for all class announcements and changes. All issues discussed in class or derived from other

sources (where I provided you to read) may be the subject of assignment or final exam question items.

Please follow the instructions indicated at each content of your course guidebook to complete all the


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289

Reference

Thomas D. Potter and Bradley R. Colman (2003). The handbook of weather, climate, and water :

dynamics, climate physical meteorology, weather systems, and measurements.

Harpal S. Mavi and Graeme J.Topper (2005). Agro meteorology principles and applications of climate

studies.

Dennis L.Hartmann (1994): Global Physical Climatology

C.Donald Ahrens: Essentials of Meteorology. Third edition.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________ Name Department head Signature





Courses Title Disaster and Trauma Counseling


Module name Disaster and Cross-cutting Issues

Module number 06

Course chair

Instructor/Tutor

ECTS credit (CP) 4

Contact hours per week Lectures Tutorials Laboratory Home

Study

Total

48 - 60 108



Target group

Year /semester

Pre-requisites Compulsory

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290

Course Description The course will equip the students with the theories and applications of guidance and counseling to

produce Disaster risk managers, practitioners with knowledge of disaster and trauma counseling. it deals

mainly with the psychology of counseling , the concepts of trauma, the main theoretical and conceptual

backgrounds of trauma and counseling . The course familiarizes students with the knowledge of trauma

counseling and intervention mechanisms. The course will introduce the knowledge, concepts of Post-

Traumatic stress Disorder (PTSD) and its healing mechanism (interventions). The course will also

acquaint students with the knowledge of stress management and its major phases. More over, the course

also offers the knowledge of culture, transference with a major concept and application of trauma

counseling.

In each of the following chapters I believe you will have important times to know about disaster trauma

counseling which centrally deals about the problems in mental health. I advise you to take time to read on

the reading materials that are proposed here and hope you will enjoy the course

Course objective

At the end of this course, students will e able to:

Define trauma

Identify the stages of providing trauma counseling

Describe traumatic and stressful events

Understand common responses to these events

Be familiar with the models for conceptualizing response to traumatic experiences

Explain psychological sequel associated with exposure to potentially traumatizing events

Identify risks and protective factors associated with post-traumatic adjustments

Describe specific types of traumatic events

Understand areas of controversy with in the field and an overview of traumatic issues

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291

weeks Chapter Focus areas Readings /assignments

1, 2 and

3

Chapter one: an

overview of

counseling

Definition and concepts of

counseling

Aims of counseling

Counseling and interpersonal

communication

Basics of interpersonal

communication

Person-centered counseling

Phases of a counseling sessions

Empathy and counseling

Listening skills in counseling

Ethics in counseling

Handout

Hand book of counseling

psychology(2008)

Pp27-45

4, 5 and

6

Chapter two:

Trauma

counseling

The trauma concept

Symptoms and impact of trauma

A range of support capabilities

Emergency tips for crisis situation

The psychological impact of

trauma on self and care givers

Handout

Hand book of counseling

psychology(2008)

Pp65-92

Post-traumatic stress disorder for

dummies(2008)

pp23-74

effective treatment for PTSD(2009)

all pages

7, 8 and

9

Chapter three:

stress

management

Introduction and conceptualizing

stress management

Handout

Coping with life stress(2008)

All pages

10, 11

and 12

Chapter four:

Disaster and

trauma

interventions and

counseling

theories

Developing a personal approach to

counseling

Overview of mental health

intervention

Counseling theories and their

applications

Disaster and trauma counseling

interventions

Rehabilitation counseling

Handout

Trauma rehabilitation after war

&conflict(2010)

All pages

Treating trauma survivors with

PTSD(2002)

Multiculturalism and learning

style(1995)

13, 14,

15 and

16

Chapter five:

culture,

transference and

counter-

transference and

values and

counseling

Provision of culture competence

counseling

A working model for the complex

interaction between Refugee client

and therapist

Values in counseling and

psychotherapy

Handout

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292




Lecture

Reflections: Keep a weekly written reflection of students‟ reactions, questions about the readings and



ASSESSMENT METHODS


individual and group assignments, quizzes and final exam.


Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%

Total 100% Note: Grading System: As per University‟s regulation


















References

Foa, keane, at al, (2009) Effective treatments for PTSD

Dunn & Griggs (1995) Multiculturalism and learning style

Yehuda(2002) treating trauma survivors with PTSD

Harihara &Rath( 20080 coping with life stress

Brown & Lent (2008) Hand book of counseling Psychology

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293

Gonlston( 2008) post traumatic stress disorder for dummies

Martz (2010) trauma rehabilitation after war and conflict

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________

Name Program manager Signature




Courses Title Project Planning and Management


Module name Disaster Risk Management and Development

Module number 05

Course Chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

32 - - 49 81



Target group

Year /semester

Pre-requisites None


Course description

This course will deal with the nature of projects or program and the project cycle, logical framework

analysis, Project worth measurement methods and finally risk and uncertainty assessment for project

sustainability. The course touches issues related to project feasibility and sustainability analysis. It also

highlights project proposal writings and fund raising techniques.

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294

Course Objectives:

Upon successful completion of this course students are expected to: Define projects, understand and describe the difference between projects and programs;

Define, describe and design logical framework and describe its elements;

Identify and describe the five major cycles of the project;

Identify and describe the benefit and cost streams of agricultural project;

Understand and able to prepare financial analysis of agricultural project;

Understand and able to prepare economic appraisal of any project from any financial analysis of a project;

Understand and able to measure risk and uncertainty of an agricultural project; and

Understand and able to measure Switching Value (SV) and Sensitivity Analysis (SA) of a project.

The variables that need to be considered in project feasibility and sustainability analysis and techniques of

soliciting fund.

Prepare a project document and implement and manage it as development practitioner.

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295


Week Lecture


1st -2

nd

6

Chapter 1. Introduction

1.1 Historical origin of Project

1.2 Conceptual definition of Project and Program

1.3 Difference and Similarities between Project

&program

1.4 Why projects are important?

1.5 Unique Features of project

1.6 Types of project

1.7 Agricultural projects vs other type projects

(difference, similarities ...


take notes on the

lesson, Forward all the

confusion or doubts

trainee may have in



discussions

Goodman LJ and Love RN (Eds)

(1980). Project Planning and

Management.(pp 1-20)

DFID (1995) Stackholder

Participation and Analysis (pp 5-

10)

Chandra, 1980

Gittinger, 1982

3rd

-4th

6 Chapter 2. Project Cycle Management

2.1. Project identification

2.2. Project Appraisal

2.3. Project Design

2.4. Project Implementation

2.5. Project Monitoring & Evaluation

2.6. Logical Framework Analysis

2.7Elements of the projects logical framework


take notes on the


confusion or doubts

trainee may have in



discussions



Management. (pp 25-40)


Participation and Analysis (pp

15-30)

5th

-6th

6 Chapter 3: Identifying Project Costs & Benefits

3.1 Objectives of identifying Costs and Benefits

3.2 category of project costs and benefits

3.2.1 direct and indirect costs of project

3.2.2 direct and indirect benefits of project

3.3 With and Without Project Comparison


take notes on the


confusion or doubts

trainee may have in



discussions






15-30)

7th

-8th

6 Chapter 4: project formulation aspects

4.1 technical aspect of project

4.2 financial aspect of project

4.3economic aspect of project

4.3.1 causes of economic analysis of project

4.4 social aspect of project


take notes on the


confusion or doubts

trainee may have in








15-30)

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296

4.5 institutional/organizational aspect of project

4.6 market/commercial aspect of project

4.7 environmental aspect of project

discussions

9th

-11th

12 Chapter 5. Project Feasibility Analysis and

Sustainability

5.1project pre-feasibility vs feasibility study (importance,

and difference)

5.2 Project Feasibility

5.2.1 Why project profitability is measured?

5.2.2 undiscounted approach of measuring project

feasibility

5.2.3 discounted approach of measuring project worth

5.2.4 Cost – Benefit Analysis of project

5.3. Project Sustainability

5.4 Why do projects succeed or fail?

5.5 financial analysis of project

5.5.1 Credit worthiness analysis/ratios

5.5.2 income ratios/analysis of project

5.5.3 efficiency ratios/ analysis of project


take notes on the


confusion or doubts

trainee may have in



discussions





Participation and Analysis (33-

52)

12th

-13th

6 Chapter 6: project Uncertainty, Sensitivity & Risk

Analysis

6.1 What is project risk? How to mitigate it?

6.2 project risk vs uncertainty 6.3 Quantitative Risk Analysis

6.4 Sensitivity Analysis and switching value

6.5 importance‟s of sensitivity analysis of project


take notes on the


confusion or doubts

trainee may have in



discussions





Participation and Analysis (33-

52)

14th

-16th

12 Chapter 7. Proposal Writing and Fund Raising

7.1. project Proposal writing

7.1.1 elements of project proposal

7.1.2 importance‟s of project proposal

7.2. Fund raising


take notes on the


confusion or doubts

trainee may have in



discussions



Management.(pp 65-75)



50-750

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297








ASSESSMENT METHODS




Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%



















Reference

Goodman LJ and Love RN (Eds) (1980). Project Planning and Management. An integrated approach,

Pergamon policy studies on socio-economic development, oxford. Pergamon Press.

DFID (1995) Stackholder Participation and Analysis, London: Social development division DFID.

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298

Cusworth J W and Frank T R (1993) Managing projects in developing countries, Harlow: Addison

Wesley Longman

Bellas, A. and Zerbe, R. O., 2000. A primer for Cost benefits Analysis. Harper Collins, NY.

Belli, P., 1996. Hand Book on Economic Analysis of Investment Projects. World Bank, Operations Policy

Department.

Chandra, P., 1980. Projects: Preparation, Appraisal and Implementation. Tata McGraw-Hill publishing

company Limited, New Delhi.

Gittinger, J.P., 1982. Economic Analysis of Agricultural Projects, The Johns Hopkins University Press,

2nd edition, Baltimore and London.

Kanshahu A.I., 1996. Planning and Implementing Sustainable Projects in Developing Countries: theory,

practice and economics. AgBe Publishing, Holland.

Keeling, Ralph, 2000, Project Management: An International Perspective. Macmillan

M. Petel, Bharesh, 2000, Project Management: Strategic Financial Planning, Evaluation and Control.

Sigh, Narendra, 1999, Project Management and Control. Himalaya Publishing House.

Spinner, M. Pete, 1997, Project Management Principles and Practices. Prentice hall, Columbus Ohio.

Square, L. and van der Tak, H.G., 1992. Economic Analysis of Projects. 7th ed. The Johns Hopkins

University Press, Baltimore and London.

Gittinger, J.P., 1982. Economic Analysis of Agricultural Projects, The Johns Hopkins University Press,

2nd edition, Baltimore and London.

M. Petel, Bharesh, 2000, Project Management: Strategic Financial Planning, Evaluation and Control.

VLIR PCM, 2002. Project Cycle Management. General VLIR Manual, July 2002, Peace Corps 2003.

Approved by:

_____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________ Name Program Manager Signature

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299





Courses Title Emergency Logistics Management



Module number 03

Course chair

Instructor/Tutor

ECTS credit (CP) 4


seminars

Laboratory &

workshop

Home

Study

Total

48 - - 55 103


room

-


hour

Target group 3rd


Students

Year /semester 3rd

Year, 2nd

Semester

Pre-requisites None


Course Description

The course is intended to provide students with understanding and practical use of subject of logistics and

supply chain management in emergency situations. The course will give students fundamental and

advanced knowledge about humanitarian logistics and the design, management and measurement of

supply chains in the emergency humanitarian context. The course looks at how the different elements of

logistics and supply chain are brought together, along with techniques to manage the operational

resources and personnel involved that include humanitarian supply chains, warehousing and inventory,

procurement, transport, fleet management, cash transfer programming. The purpose of the course is to

prepare a humanitarian logistic experts that can handle the flow of emergency supplies (goods and

services), storage, packaging, cargo handling, distribution processing, and information processing.

Objectives


• Understand logistics processes,

• Examine the humanitarian logistics system and the activities involved in a logistics operation

• Describe the considerations and problem areas of logistics and supply chain management in

different types of disasters.

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300

• Outline the humanitarian supply chain management and logistics players and describe the

interactions between them.

• Understanding of the relationships between key elements in the supply chain and how to use it in

his particular context;

• Understand and describe emergency logistics management in the context of Ethiopia.

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301


Week

Lecture (hr)

Conceptual focus Assignment / Task / Reading

1-3 9 CHAPTER 1: CONCEPTS AND DEFINITION OF LOGISTICS 1.1 Logistics definition 1.2 Scope of emergency logistics 1.3 Type of logistics 1.4 Aim and function of logistics 1.5 Role logistics –transportation,

delivery,

Listen to a lecture and take notes on the lesson, Forward all the confusion or doubts trainee may have in relation to the given lecture, take part in discussions

R.S. Stephenson, (1993) Logistics module

4-6 6 CHAPTER 2: HUMANITARIAN LOGISTICS AND HUMANITARIAN PRINCIPLES 2.1 Logistics strategy 2.2 Logistics planning 2.3 Major planning areas 2.4 Emergency logistics planning


R.S. Stephenson, (1993) Logistics module

7-10 12 CHAPTER 3: SUPPLY CHAIN AND PHYSICAL DISTRIBUTION MANAGEMENT 3.1 Supply chain type of relationship

in supply chain, 3.2 Logistic trends and supply chain

behavior and Supply chain dynamics, supply chain improvement

3.3 Physical distribution, physical distribution management, factors of physical distribution

3.4 storage/ warehousing and handling systems, need for storage system and

3.5 Storage system function and type of warehouses

3.6 Inventory management and decisions, reasons for inventory, types of inventories

3.7 Procurement and procurement procedure

3.8 Transportation and distribution


R.S. Stephenson, (1993) Logistics module UN WHO (2001): humanitarian supply management in logistics Elsevier Inc. 2011. Logistics Operations and Management Concepts and Models; Humanitarian Logistics Planning in Disaster Relief Operations, USA

11-12 6 CHAPTER 4: FORECASTING LOGISTICS REQUIREMENTS IN EMERGEENCY MANAGEMENT 4.1 spatial versus temporal demand 4.2 lumpy/irregular versus regular

demand


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4.3 forecasting 4.4 characteristics of emergency

supply

13-16 12 CHAPTER 5: EMERGENCY LOGISTICS MANAGEMENT IN ETHIOPIA 5.1 Decision-making; 5.2 Warehousing –first in-first out 5.3 Transportation 5.4 emergency Preparedness Fund 5.5 Field visit




ASSESSMENT METHODS



SUMMARY OF ASSIGNMENTS, TESTS, QUIZES AND EXAM Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%

Total 100%
















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303




Reference

1. Elsevier Inc. 2011. Logistics Operations and Management Concepts and Models;

Humanitarian Logistics Planning in Disaster Relief Operations, USA PP 297-338

2. R.S. Stephenson, (1993): Logistics module: disaster management training program

3. UNWHO (2001): humanitarian supply management and logistics in health sector:

Washington D.C,

4. Emergency Logistics Planning: A Conceptual Framework; Wapee Manopiniwes, Takashi

Irohara .Approved by: ____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________






Courses Title Senior Research Project Report



Module number 07

Course chair

Instructor/Tutor

ECTS credit (CP) 3


seminars

Laboratory &

workshop

Home

Study

Total

- 48 144 162


room

-


hour

Target group

Year /semester

Pre-requisites Senior Research Project Proposal


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304

Course Description:

Writing good research report, elements of good research report, formatting,

Course Objectives:




Write good quality research report

Collect, analyse, and submit complete reports of their senior research projects

Demonstrate students' analytical and scientific research report

Writing skills

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305

SCHEDULE OF LECTURE TOPICS AND READINGS

Assessment Methods Assessment Type Allotted Points Week

Paper submission 100%

Course Policy

All students are expected to abide by the code of conduct of students (article 166 and 166.1.1, of

The Senate Legislation of Bahir Dar University May 09, 2019) throughout this course. Academic

dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and will be

reported to concerned bodies for action. If you need to read it, you can get a copy (to be copied

by yourself) of it from your academic advisor. Class activities will vary day to day, ranging from

lectures to discussions. Students will be active participants in the course. You need to ask

questions and raise issues. I expect you to do all the assignments you are supposed to








Duration Conceptual focus Mode of Teaching Learning

Week 1-15 Data collection and analysis

Making Discussion with the

advisor to take comment

Week 2-15 Data interpretation



Week 2-15 Writing manuscript



Week 10 Submit the first draft to advisor



Week 1-15 Incorporate the comment by the advisor



Week 15 Submit the final copy to the coordinator



Week 16 Presentation

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306




Reference:



Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Relief, Rehabilitation and Development


Module name Disaster & Development

Module number

Course chair

Instructor/Tutor

ECTS credit (CP) 05

Contact hours Lectures Tutorials & seminars Laboratory & workshop Home Study Total

48 - - 55 103 Lecture days, hours & room -


Target group 4th


Year /semester 4th

Year, 2nd

Semester

Pre-requisites None


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307

Course Description

Policymakers, donors and humanitarian organizations have been dealing for decades with

questions of how to better support vulnerable people affected by recurrent crises and how to

create a more unified fit between short-term life-saving interventions and long-term efforts to

reduce chronic poverty or vulnerability. Initially, the concept of linking relief, rehabilitation and

development (LRRD) has been conceived as a response to the funding gap that was identified

between relief interventions and longer-term development operations following disasters. The

course attempts to familiarize students with the theory and practice surrounding the links

between relief, rehabilitation and development that is short-term relief measures with longer-

term development programmes in order to create synergies and provide a more sustainable

response to crisis situations responses to disasters and humanitarian emergencies for resilience

building. The purpose of the course is to prepare experts that understand disaster as an issue of

development and the mismatch between emergency relief and development for resilience.

Objectives


• Understand disaster as a development problem or gap;

• Describe disaster risk reduction as the concern of development;

• Understand history and concepts of linking relief to development;

• Explain the different approaches to linking relief and development;

• Analyze the challenges and debates of linking relief and development,

• Describe the relief – Development continuum and contiguum concepts

• Describe the LRD experiences of Ethiopia;

• Analyze the issue of dependency syndrome in the context of Ethiopia;

• Discuss the importance of targeting and its practice in Ethiopia;

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308


Lecture

(hr)


Week 1-3

CHAPTER 1: NEXIS BETWEEN

DEVELOPMENT AND DISASTER RISKS

1.1 Disaster as a problem of Development,

1.2 Disaster Risk Reduction as a development

concern

1.3 Disaster risk reduction and SDG Agenda

2030 and beyond;

1.4 Mainstreaming Disaster Risk redaction

with development planning;


notes on the lesson,

Disasters and Development,

Disaster Management Training

Programme 1994,

Tools for Mainstreaming DRR with

Development planning, Buchanan-

Smith & Maxwell. 1994. „Linking

Relief & Development. An

Week 4-7

12 CHAPTER2. LINKING RELIEF,

REHABILITATION AND DEVELOPMENT

2.1 Concepts and History of Linking Relief and

Development

2.2. Approaches to LRD ;

3.3 Strategies for Developmental Relief

2.4 Relevance to the LRRD debate

2.5. Useful Frameworks For LRR

2.6. Challenges of Linking Relief,

4. HUMANITARIAN TRENDS AND DILEMMAS

DEBATES ON LRD






discussions

Merging Relief and Development:

The Case of Turkana, Merging

Relief and Development: The Case

of Darfur;

Buchanan-Smith & Maxwell. 1994.

„Linking Relief & Development. An

Introduction & overview.‟ IDS

Bulletin 25(4):1-18, Linking relief,

rehabilitation and development

Towards more effective aid Linking

Relief and Development:

More than old solutions for old

problems?

Week 8 3 CHAPTER 3: LINKING RELIEF AND

SOCIAL PROTECTION

3.1 Relief and Social protection

3.2 Case studies in Relief and Social protection

Social Protection in Africa: Trends,

Challenges and Opportunities

Week 9-14 18 CHAPTER 4: LINKING RELIEF,

REHABILITATION AND DEVELOPMENT

IN ETHIOPIA

4.1 The history of food aid in Ethiopia

4.2. Types of food aid and Food for Work

Buchanan-Smith & Maxwell.

1994. „Linking Relief &

Development.

Haider, H. (2014). Conflict: Topic

Guide. Revised edition with B.

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309

Development in Ethiopia

4.3 Ethiopian Food Security Conditions: Why is

famine and hunger so common in Ethiopia?

4.4 LRD Approaches in Ethiopia

4.5 Food Security Strategy;

4.6 The Productive Safety Net Programme

(PSNP)

4.5 Debates of Dependency Syndrome

4.6 LRD and displacement: Case study

Rohwerder. Birmingham: GSDRC,

University of Birmingham

Week 15-

16 6 CHAPTER 5: TARGETING METHODS AND

STRATEGIES

5.1. Definitions of targeting;

5.2 Reasons for Targeting,

5.3. Targeting methods;

5.4. Targeting stages;

5.5. Information needs in targeting stages;

5.6. Advantages and disadvantages of different

targeting methods;

5.7. Targeting „errors‟ and problems;

5.8.. Causes of targeting error;

5.9 Targeting for PSNP: Case Study

Targeting Ethiopia's Productive

Safety Net Programme (PSNP),

Kay Sharp, Between Relief and

Development: targeting food aid

for disaster prevention in Ethiopia

5.10 Field Work Report on Ethiopian

experience

FWP MERET, EGS, PSNP, Urban

Safety Net, Social Protection

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310


The mode of the delivery of the course includes lecture, questioning and answering, group work, discussion, assignment and presentation, and

field work.

ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment (50%) which comprises relevant tests, individual and group assignments, quizzes

and final exam.


Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%


Course Policy: All students are expected to abide by the code of conduct of students (article 166 and 166.1.1, of The Senate

Legislation of Bahir Dar University May 09, 2019) throughout this course. Academic dishonesty, including cheating, fabrication, and

plagiarism will not be tolerated and will be reported to concerned bodies for action. If you need to read it, you can get a copy (to be

copied by yourself) of it from your academic advisor. Class activities will vary day to day, ranging from lectures to discussions.

Students will be active participants in the course. You need to ask questions and raise issues. I expect you to do all the assignments

you are supposed to accomplish. You are required to submit and present the assignments provided according to the time table

indicated. I‟ll give out the directions, if I find it necessary, for the assignments one week prior to their due date. Note on class

attendance and participation: You are expected to attend class regularly. I will take attendance during the period of time this course is

offered. If you miss more than 85% of the class attendance you will not sit for final exams. Please try to be on time for class. Cell

phones MUST be turned off before entering the class as they are disruptive and annoying to all of us in the class. So please make sure

your cell phone is turned off before entering the class. You are responsible for all class announcements and changes. All issues

discussed in class or derived from other sources may be the subject of assignment or final exam question items.

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311

References

FERGUSON, Ronald F. and Dickens, William T. (1999) Urban Problems and Community.

Approved by:

____________________________________ ________________


_____________________________________ ________________


_____________________________________ ________________


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312





Courses Title Food Safety and Hygiene


Module name Cross Cutting Issues in DRM

Module number 06

Course Chair

Instructor/Tutor

ECTS credit (CP) 3


seminars

Laboratory &

workshop

Home

Study

Total

3 - - 5 8



Target group

Year /semester

Pre-requisites None


Course description

The course is designed to make the students aware of the importance of food safety and the factors which

it may affect (contaminate). It is also to provide the important principles of sanitary practices in food

hygiene for promotion of health and prevention of food borne disease.

Course Objectives:


Explain the concept of food safety

Describe the role of micro-organisms in food hygiene

Explain the principles of food spoilage

Identify food borne diseases and apply the prevention strategy of food borne diseases

Explain food safety strategies

Perform Inspection of food and Drinking Service Establishments on the principle of HACCP

Perform food sampling techniques and methods of laboratory analysis

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313


Week Lecture

(hr)

Conceptual focus Assignment / Task / Readin

gs

W1-

2

4 1. Introduction

1.1 Introduction and definitions of terms

1.2 Food and microorganisms

1.3 Food spoilage

1.4 Perishable and potentially hazardous food items

Listen to a lecture and take notes on the

lesson, Forward all the confusion or doubts

trainee may have in relation to the given


W3-

6

8 2. Common Food borne disease and their

classification

2.1 Food infections

2.2 Food poisonings





W7-

9

6

3. Food Safety Risk analysis

3.1 Assessment

A. application of HACCP

3.2 Management

3.3 Communication





W10

-12

6

4. Food sampling techniques and laboratory result

interpretations 4.1. Significance, type of tests, standards





W13

-16

8 5. Food and drinking establishments

5.1. Types, Location, design and construction

Sanitary facilities

5.2 Inspections of food and drinking establishments





6. National and international food hygiene rules

and regulations 6.1. Practice and personal hygiene of food handles

6.2 Globalization and food trade (food additives,

coloring agents, emulsifiers, acidification, leveling

requirements, shelf life determination, genetically

modified foods, quarantine procedures)

6.3 Emergency food reserve handling





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314








ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment which comprises relevant tests,



Activities Marks

Quiz 7%

Test 8%

Group Assignment and presentation 10%

Mid exam 25%

Final Exam 50%

Total 100%


COURSE POLICY

All students are expected to abide by the code of conduct of students (The Senate Legislation of Bahir Dar

University May, 2019) throughout this course. Academic dishonesty, including cheating, fabrication, and

plagiarism will not be tolerated and will be reported to concerned bodies for action. If you need to read it,

you can get a copy (to be copied by yourself) of it from your academic advisor.


participants in the course. You need to ask questions and raise issues. I expect you to do all the assignments

you are supposed to accomplish. You are required to submit and present the assignments provided

according to the time table indicated. I‟ll give out the directions, if I find it necessary, for the assignments

one week prior to their due date though they are explained at each content of your course guidebook.

Note on class attendance and participation: You are expected to attend class regularly. I will take attendance

on random days during the semester to ensure that students are coming to class, and if you miss class

repeatedly, your grade will be affected. If you miss more than 15% of the class attendance you will not sit

for final exams. Please try to be on time for class. I will not allow you enter if you are late more than five

minutes. I will often ask questions during my lectures and active participation in class is essential

Cell phones MUST be turned off before entering the class as they are disruptive and annoying to all of us in

the class. So please make sure your cell phone is turned off before entering the class. You are responsible

for all class announcements and changes. All issues discussed in class or derived from other sources (where

I provided you to read) may be the subject of assignment or final exam question items. Please follow the

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315

instructions indicated at each content of your course guidebook to complete all the assignments provided

whether they are to be performed individually or in group.

References

Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Peace and Conflict Managment

Degree Program BSc. Disaster Risk Management and Sustainable

Development

Module name Cross Cutting Issues in DRM

Module number 06

Course chair

Instructor/Tutor

ECTS credit (CP) --------


seminars

Laboratory &

workshop

Home

Study

Total

48 - -



Target group

Year /semester

Pre-requisites


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316

Course description

The peace and conflict management course is an interdisciplinary course whose aim is to introduce

learners from a variety of backgrounds to the analysis of conflict, violence, and peace. This course

entails some of the key concepts associated with the work of peacebuilding and conflict resolution

which includes conflict, violence, peace, and negative and positive peace. This is followed by the

practical approaches that are used in understanding a conflict. It discusses the meaning of conflict

analysis and explores key components including profile, causes, actors and dynamics of a conflict.

The concept of Conflict Management and related issues will be part of the course. This course

explores the meaning of peacebuilding and management and discusses the concept of conflict

sensitivity and why this is an important principle of the process of peacebuilding and management.

In particular, the issues of governance and peoples‟ participation and inclusion in peace process as

some of the key approaches that can bring about sustainable peace are explored. Moreover, the

existing indigenous conflict resolution mechanisms and sustaining of peace will accampany all the

chapters mentioned before.

Course Objectives:

Upon completion of this course, you should be able to:

Discuss the concept of conflict and different types of conflicts.

Trace some of the causes of conflict such as power, identity, culture, and resources among

others.

Define the concepts of conflict resolution, conflict transformation, and conflict

management.

Identify various types of tools commonly used in conflict analysis.

Identify the dimensions of peacebuilding and management.

Explain the importance of indigenous peacebuilding and conflict resolution and third party

system

Conflicts and Peace management in Ethiopia; Historical perspectives


Schedule Lecture

hour

CONCEPTUAL TOOLS READINGS

CHAPTER ONE: BASIC CONCEPTS OF

PEACE AND CONFLICT

Compiled notes

&Power point

presentations week 1 1 Concept of peace and peace building

Peace keeping

Peace making

Peace building

Peace enforcement

week 1 & 2 4 The concept of conflict and conflict management

Violence

Conflict settlement

Conflict prevention

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317

Conflict regulation

Conflict resolution

Conflict transformation

CHAPTER TWO : THEORIES OF PEACE AND

CONFLICT

Week 2 &3 3 Typologies

Week 3 3 Contending theories and perspectives

CHAPTER THREE : STRATEGIES OF PEACE

MAKING

Week 5 & 6 1 Analysis of conflict

Profiles

Causes

Actors

dynamics

Week 6 3 Conflict cycles

Dynamics of conflict

Week 6 Actors – Institution, Individuals, and State

Approaches – Facilitation, Mediation, and Arbitration

Processes – Negotiations

CHAPTER FOUR : INDIGENOUS PEACE AND

CONFLICT MANAGEMENT

Week 7 3 Understanding of indigenous peace and conflict

managemenet systems

Week 8 3 Types

Week 9 3 Experiences

Week 10 3 Challenges

Week 11 3 Fates

Week 12 3 CHAPTER FIVE : CONFLICTS AND PEACE MANAGEMENT IN ETHIOPIA; HISTORICAL PERSPECTIVES

Week 13 3 Conflicts in Ethiopia

Week 14 3 Peace building in Ethiopia

Week 15 3 Experiences




Lecture

Reflections: Keep a weekly written reflection of your reactions, questions about the readings and






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318

ASSESSMENT METHODS




Activities Marks

Test 8%

Quiz 7%


Mid Exam 25%

Final Exam 50%




course. Academic dishonesty, including cheating, fabrication, and plagiarism will not be tolerated

and will be reported to concerned bodies for action. If you need to read it, you can get a copy (to

be copied by yourself) of it from your academic advisor. Class activities will vary day to day,

ranging from lectures to discussions. Students will be active participants in the course. You need

to ask questions and raise issues. I expect you to do all the assignments you are supposed to


time table indicated. I‟ll give out the directions, if I find it necessary, for the assignments one week

prior to their due date. Note on class attendance and participation: You are expected to attend class

regularly. I will take attendance during the period of time this course is offered. If you miss more

than 85% of the class attendance you will not sit for final exams. Please try to be on time for class.

Cell phones MUST be turned off before entering the class as they are disruptive and annoying to

all of us in the class. So please make sure your cell phone is turned off before entering the class.



Recommended Reading:

Approved by:

Name Course Instructor /Tutor Signature Date

Name Course chair Signature Date

Name Program manager Signature Date

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319





Courses Title Occupational Safety and Health


Module name Cross Cutting Issues

Module number 06

Course Chair Yosef Tamiru

Instructor/Tutor Yidnekachew Merkeb(MPH)

ECTS credit (CP) 3


seminars

Laboratory &

workshop

Home

Study

Total

3 - - 5 8



Target group 4th



Pre-requisites None


Course description

The course is designed to equip the students with knowledge and skill in relation to Occupational Health &

Safety & apply their knowledge and skills of hazard identification and prevention principles and

techniques, related health effects, methods of recognition, evaluation, control and prevention of

occupational hazards to protect the workforces from exposure and effects of different occupational hazards

in their work place.

Course Objectives:


Describe the concepts of Occupational health & Safety

Describe the types and characteristics of different occupational hazards that can affect workers

health in the work place.

Explain about the health effects of exposure to different occupational hazards.

Develop skills to identify, characterize and control different occupational hazards in the work place

that can be applicable in Ethiopian situation.

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320

Identify the major causes and sources of different occupational hazards.

Explain basic principles of occupational health & safety

Distinguish the different personal protective equipments

Demonstrate first aid for any occupational injuries


Week Lecture

(hr)

Conceptual focus Assignment / Task / Readin

gs

W

1

-

2

4 2. Introduction

1.1 concepts and definitions

1.2 Historical background of occupational

health

1.3 Occupational health and development

1.4 Scope of occupational health and safety

1.5 Elements of the work environment


the lesson, Forward all the


have in relation to the given lecture,

take part in discussions

W3-

6

8 2. Occupational hazards

2.1 Introduction

2.2 Classification of Occupational hazards

Physical hazards

Biological hazard

Chemical hazard

Ergonomic hazard

Psychosocial hazard

Specific safety issue hazards






W7-

9

6

3. Occupational Safety

3.1. Safety management System

3.2 Elements of safety management system

3.3 Principles of safety management

system

3.4 Occupation specific safety

Construction safety

Industry safety

Transport safety

Fire safety






W10

-12

6 4. Ergonomics

4.1. Definition

4.2 Typical Ergonomic Injuries

4.3 Impact of Injury on Industries

4.4 Understanding Ergonomics at Work






W13

-16

8

5. Occupational Health and Safety

Management 5.1. Personal protective equipment

5.2. First aid









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321





ASSESSMENT METHODS




Activities Marks

Quiz 7%

Test 8%


Mid exam 25%

Final Exam 50%

Total 100%


COURSE POLICY





















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322

References

1. Friend, Mark A.(2007) Fundamentals of occupational safety and health

2. Benjamin O. Alli(2008) Fundamentals principles of occupational health and safety

3. OSHA field safety and health manual,2011

4. Amit Bhattacharya and James D. McGlothlin(2012) Occupational ergonomics Theory and applications

5. W.S. Marras and W. Karwowski(2006) Fundamentals and assessment tools for occupational

ergonomics.

6. Stephan Konz and Steven Jhonson(2008) Work design: occupational ergonomics

7. Gudgin Dickson, Eva F. (2013),Personal protective equipment for chemical, biological, and

radiological hazards : design, evaluation, and selection

8. American red cross society 2nd edition ,standard first aid and personal safety

9. British red cross society,9th edition,ABC of first aid

10. International federation of red cross and red crescent societies(2016), International first aid and

resuscitation guidelines

11. American safety and health institute(2008), Basic first aid for the community and workplace

Approved by:

_____________________________________ ________________


_____________________________________ ________________



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Courses Code Drms4073

Courses Title Environmental and Social Impact Assessment


Module Name Research Methods and Tools

Module Number 07

Course Chair

Instructor/Tutor

ECTS Credit (CP) 6


seminars

Laboratory &

workshop

Home

Study

Total

48 - 32 82 162



Target group 4th



Pre-requisites None


Course Description

This course is designed to introduce students to what ESIA is all about in general sense, its

historical development, and institutional, legal and organizational setup. And it explores the

concern and the basis of ESIA to the special emphasis of environmental deterioration due to

projects in an area. It is also designed to help students describe environmental management by

applying ESIA rules and principles for proposed projects mandatory to ESIA in different discipline

and the role of different actors in ESIA process. The process of ESIA in Ethiopia will be

understood.

Course Objectives:


Understand the basic concept of ESIA

Describe the key steps of environmental and Social impact assessment

Understand the foundations of environmental and Social impact assessment

Explain the major tools of ESIA

Analyze the relevance of mainstreaming environmental impact and mitigation measures

in development projects

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324

TENTATIVE SCHEDULE FOR THE COURSE

Week Lectu

re

(hr)


1 and 2 6 1. Introduction

1.1. Historical development of ESIA

1.2 Purpose and aims of ESIA

1.3 Why ESIA is important

1.4 What are the aims and objectives of ESIA?

1.5 Typology of environmental impacts

1.6 Guiding principles of ESIA good practice






(UNEP), (2002).

Environmental Impact

Assessment

Training Resource Manual.

(pp 101-131)

Overview of Environmental

Impact Assessment in

Ethiopia. (pp 3-15)

3 and 4 6 2. Laws, Policy and Institutional

Arrangements

2.8 Introduction

2.9 Legal and policy context in Ethiopia

2.10 Principles for a Functional ESIA System






(UNEP), (2002).


Assessment


(pp 133-158)



Ethiopia. (pp 20-45)

5 3 3. Screening of ESIA

3.6 Pre-screening consultation

3.7 Screening procedure

3.8 Case study on screening






(UNEP), (2002).


Assessment


(pp 189-225)

6 6 4. Scoping of ESIA

4.1 Purpose of scoping

4.2 Approaches to scoping

4.3 Scoping Methods

4.4 Scoping reports and ESIA Terms of

Reference

7 and 8 6 Case study(field visit)for scoping

4.5. Exercises/discussion: Case

study on sample project impact 4.6. Example:Hotel,factory

water(irrigation project),

population, cultural,

Field visit and report writing .

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325

Field visit to project mandatory to ESIA

which is on construction or operation,

Scoping report and TOR development

exercising

9 and

10

6 6. Public Involvement

6.1 Concepts Public Involvement

6.2 Principles of public involvement

6.3 Scope of involvement

6.4 Public involvement in practice

6.5 Planning a Public Involvement Program

6.6 Public Involvement Techniques






(UNEP), (2002).


Assessment


(pp 159-187)

11 and

12

6 7. Impact Analysis

7.1 Impact Identification

7.2 Impact Analysis/ Prediction

7.3 Characteristics of Environmental Impacts

7.4 Social Impact Assessment

7.5 Evaluation of impact significance

7.6 Significance Criteria

7.7 Probability and Acceptance of Risk






(UNEP), (2002).


Assessment


(pp 253-300)

13 and

14

6 8. Mitigation and Impact Management

8.1 Link between ESIA process and Mitigation

8.2 ESIA stage for considering mitigation

measures

8.3 Main Elements of Mitigation






(UNEP), (2002).


Assessment


(pp 303-320)

15

3 9. ESIA Reporting

9.1 Introduction

9.2 Typical Elements of an ESIA Report

9.3 Shortcomings encountered in Preparing ESIA

Reports

9.4 Guidelines for effective ESIA report

preparation and production






(UNEP), (2002).


Assessment


(pp 329-340)

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326


The mode of delivery of the course will be lecture, discussions, questioning and answering, reading assignments, individual and group works.

Lecture

Reflections: Keep a weekly written reflection of your reactions, questions about the readings and discussions in class.

Homework: Homework assignments will be given to help reinforce some topics covered and not covered in class individually and in

group.

ASSESSMENT METHODS

Evaluation will be carried out based on continuous assessment which comprises relevant tests, assignments; project works, quizzes and final

exam.

16

3 10. Reviewing of ESIA

10.1 Role and Purpose of the ESIA Review

Process

10.2 Need for a Systematic Approach

10.3 Procedural Aspects

10.4 Main Steps in the ESIA Review

10.5 Carrying out the review

10.6 Procedures for Evaluating ESIA Reports






(UNEP), (2002).


Assessment


(pp 349-380)

3

5 11. Decision Making of ESIA

11.1 Role of the Decision-makers

11.2 ESIA as part of the Decision-making

Process

11.3 Responsibility of the Decision-Makers






(UNEP), (2002).


Assessment


(pp 383-401)

3

6 12. Implementation and Follow Up

12.1 Key Objectives of ESIA implementation and

follow up

12.2 Tools for Environmental Management and

Performance Review

12.3 Monitoring

12.4 Environmental Auditing

12.5 Evaluation of ESIA Effectiveness and

Performance

(UNEP), (2002).


Assessment


(pp 403-437)



Ethiopia. (pp 50-75)

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327


Activities Marks

Quiz 7%

Test 8%


Mid exam 25%

Final Exam 50%

Total 100%


COURSE POLICY





















REFERENCES

United Nations Environment Programme (UNEP), (2002). Environmental Impact Assessment


A review of the application of Environmental Impact Assessment in Selected African Countries. Economic

Commission of Africa, 2005.

Overview of Environmental Impact Assessment in Ethiopia. Gaps and Challenges, 2008.

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328

Weathering the Storm: Participatory risk assessment for informal settlements: Disaster Mitigation for

Sustainable Livelihoods Programme, 2008.

Risk Management Training Handbook, 2010. Bureau of Strategic Planning.

Facing Global Environmental Change. Environmental, Human, Energy, Food, Health and Water Security

Concepts, 2009.

Approved by:

_____________________________________ ________________


_____________________________________ ________________







Courses Title Disaster Risk Governance & Policy

Course chair

Instructor/Tutor

Credit 3


Target group 4th Year 2nd Semester

Status of the course Compulsory

Course description

The nature of our modern world means shocks, stresses and crisis brought about by the interaction between

climate change, ecosystem fragility, unplanned urbanization, political or financial instability reverberate

globally. Though building resilience and promoting disaster risk reduction is a collective responsibility and

challenge which calls for coordinated actions, resilience can be created by communities, individuals,

institutions, and organizations through the facilitation of good disaster risk governance and effective

disaster risk management policy both at global and national levels. This course discusses the concept of

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329

governance and public policy for promoting Community Resilience from a general perspective. The main

topics to be covered in this course include the concept of Policy, Strategy and decision. The course helps

students to explore the role of government in formulation of policies, strategies and practices related to

prevention, preparedness, mitigation, response, recovery, and rehabilitation. Governance structures, laws,

policies, plans and regulations and promoting disaster resilient communities in Ethiopia will be explored.

Course Objectives: Upon successful completion of this course students are expected to:

Understand global, regional and national disaster risk governance

Understand the basic idea of public policy,

Understand the role of governance in policy formulation and implementation at national

and regional levels.

Understand the Global Disaster Risk Reduction Frameworks from Yokohama to Sendai:

Explain disaster risk reduction and management policies and strategies at global and

regional levels

Understand and explain disaster risk reduction and management policies and strategies in

Ethiopia.

Understand why disaster risk management policy fails

Week Lectur

e (hr)


1&2 12 Chapter One: Governance and Policy for

Disaster Risk Management 1.1. concepts and definitions to Governance

1.2 Development of Disaster Risk Governance

1.3 Good Governance and Disaster Risk

Management

1.3 Core Principles of Good Governance,

1.4 Mainstreaming of DRR into the governance

system


during lecturing,

group discussion,

take notes from

lecture and

assignment

presentation

Sendai

Framewor

k for

Disaster

Risk

Reduction

2015-2030

CAHPTER TWO: Analysis of governance for

disaster risk reduction and climate change

adaptation

2.1 Global level architecture

2,2National Level Architecture

1&2

12 Chapter II: Introduction to Public Policy

2.1 Concepts and definitions of public policy

2.2 Policy Features

2.3 Reasons for Policy Formulation

2.4 Policy Implementation

2.5 Policy Analysis and Evaluation

2.6 Fiscal and Monetary

2.7 Policy and Strategy

Listen to a lecture

and take notes on

the lesson, take part

in discussions

HFA

2005-2015

4

6 Chapter Three: Global Disaster Risk

Management Strategies and Frameworks

2.1 The International Decade for Natural Disaster

Listen to a lecture

and t Active

participation during

Cours

e

materi

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330




Lecture; Reflections: Keep a weekly written reflection of your reactions, questions about the readings and

discussions in class; Assignments: Homework assignments will be given to help reinforce some topics

covered and not covered in class individually and in group.

ASSESSMENT METHODS




Activities Marks

Quiz 7%

Test 8%


Mid exam 25%

Final Exam 50%

Total 100%


Reduction

2.2. The United Nations International Strategy

for Disaster Risk Reduction (ISDR)

2.3 Major DRR International Frameworks and

Initiatives

Yokohama Strategy and Plan of Action for a

Safer World

The Hyogo Framework for Action (HFA)

The Global Facility for Disaster Risk Reduction

and Recovery

lecturing, group

discussion, take

notes from lecture

and assignment

presentation

als

5

6 Chapter Four: Regional DRR Strategies and

Frameworks, Particularly Africa

4.1 African Disaster Risk Management

Initiatives

4.2 Sub Regional DRR Frameworks


and assignment

presentation

6 &7

18 Chapter Five: Disaster Risk Management

Governance in Ethiopia

5.1 Disaster Risk Management Institutions

5.2 Disaster Risk Management Policies and

Strategies

5.3 Policies and strategies important to disaster

risk management in Ethiopia;

5.4 success and failure of DRM policy

8 CHAPTER Six: disaster Risk Management

Polices, Strategies and its Practice in Ethiopia

6.1 Humanitarian Governance in Ethiopia

6.2 The role of civil Society Organizations in

Ethiopia;

6.3 Humanitarian governance and the future of

disaster risk management in Ethiopia

Discussions Discus

sions

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331

COURSE POLICY





















Reference

Transitional Government of Ethiopia, National Policy on Disaster Prevention and

Management (NPDPM), September 1993 Transitional Government of Ethiopia, Directives

for Disaster Prevention & management, October 1993.

FDRE National Policy And Strategy on Disaster Risk Management, July 2013, Addis

Ababa

FDRE Disaster risk Management – Strategic Program and Investment Framework (DRM-

SPIF), Ministry of Agriculture (Disaster Risk Management & Food Security Sector)

The Sendai Frame work for Disaster Risk Reduction 2015-2030, 18 March 2015, Sendai,

Japan; http

The Hyogo Framework for Action 2005-2015: Building Resilience of Nations and

Communities to Disaster, and the Sendai Framework for DRR 2015-2030, 18 March 2015,

Africa Regional Strategy for Disaster Risk Reduction (OAU, 2004),

Program of Action for the Implementation of the Africa Strategy for Disaster Risk

Reduction -2005-210 (NEPAD, 2004b).

FDRE Five-Year Growth and Transformation Plan (FYGTP) for 2010/11-2014/15;

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332

The Ethiopian Climate Change National Adaptation Program of Action (NEPA) (June

2007);

The Food Security Strategy (FSS) (FDRE, 1996; FDRE, 2002 ), that seeks to attain food

security for an estimated population of five to ten million people who are either chronically

food insecure or who would be affected by food shortages in the case of drought;

The productive Safety net program that targets communities in drought prone regions in

terms of grants to the regions to be used for enhanced agricultural production packages

(seeds and extension), small-scale irrigation and water harvesting, and voluntary

resettlement out food insecure areas appeared to have benefited millions of people over the

past five years.

The Agricultural Development-Led Industrial-ization (ADLI) strategy aimed at diffusing

agricultural technology, the Participatory Demonstration and Training Extension System,

dubbed PADETES with a massive extension program (FDRE, 1992). Approved by: Tarekegn Ayalew ________________ Name, Course Instructor /Tutor Signature Birhanu Sisay (PhD) ________________ Name Course Chair Signature Adey Belete ________________ Name Department Head Signature





Courses Title Senior Research Project Seminar



Module number 07

Course chair

Instructor/Tutor

ECTS credit (CP) 6


seminars

Laboratory &

workshop

Home

Study

Total

- 48 144 162


room

-


hour

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333

Target group

Year /semester

Pre-requisites Senior Research Project Report


Course Description:

Writing good research report, elements of good research report, formatting,

Course Objectives:




Write good quality research report

Collect, analyze, and submit complete reports of their senior research projects

Demonstrate students' analytical and scientific research report

Writing skills


Duration Conceptual focus Assignment / Task / Readings

Presentation and panel

assessment

Student contact with his/her

respective advisor and take

comments on PPT preparation

ASSESSMENT METHODS

Type of assessment Allotted point Week

Presentation and Panel assessment 100 16


Course Policy

All students are expected to abide by the code of conduct of students (article 166 and 166.1.1, of

The Senate Legislation of Bahir Dar University May 20, 2005) throughout this course. Academic

dishonesty, including cheating, fabrication, and plagiarism will not be tolerated and will be

reported to concerned bodies for action. If you need to read it, you can get a copy (to be copied by

yourself) of it from your academic advisor. Class activities will vary day to day, ranging from

lectures to discussions. Students will be active participants in the course. You need to ask

questions and raise issues. I expect you to do all the assignments you are supposed to accomplish.

You are required to submit and present the assignments provided according to the time table

indicated. I‟ll give out the directions, if I find it necessary, for the assignments one week prior to

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334

their due date. Note on class attendance and participation: You are expected to attend class

regularly. I will take attendance during the period of time this course is offered. If you miss more

than 85% of the class attendance you will not sit for final exams. Please try to be on time for class.

Cell phones MUST be turned off before entering the class as they are disruptive and annoying to

all of us in the class. So please make sure your cell phone is turned off before entering the class.



Reference:



Approved by:

_____________________________________ ________________


_____________________________________ ________________



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335





Course Title Entrepreneurship

Course Code MGMT 1012

Credit Hrs./

ECTS Cr Hrs=3 L=3 T=0 P=0 H=7 Cp=5

Contact Hrs. 3 Lecture Hours

Semester One

Year One

Pre-requisites None

Target Group First year students: Social Science and Law

2. Course Description

This interdisciplinary course is designed to introduce students the meaning and concept of entrepreneurship, creativity,

innovation and their manageable processes that can be applied across careers and work settings. It focuses on building

entrepreneurial attitude and behaviour that will lead to creative solution within community and organizational environments.

The Course topics include the history of entrepreneurship, the role of entrepreneurs in the globalized economy and the

identification of entrepreneurial opportunities. The development of a business ideas, products and services, marketing and

developing new ventures, the examination of feasibility studies and the social and ethical implications of entrepreneurship

are incorporated. Besides, issues related to starting and financing a new venture are included. Finally, managing growth,

transition and sustainability of the venture are considered. And forms of business organizations, legal and regulatory

frameworks of governing the whole system are also encompassed in the course syllabus.

3. Objective of the Course

Upon the completion of this course, students will be able to:

Define entrepreneurship within the context of society

Identify business opportunities

Prepare business plan

Distinguish forms of business ownership

Comprehend intellectual property rights in business practices

Define basic marketing concepts

Formulate context-based marketing strategies

Identify and evaluate sources of financing new ventures

Manage business growth and transition

Practice ethical business with all stakeholders


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336


Tim

e


Strategies Students Task

Learning

Outcomes:

At the end of

this chapter

students will be

able to:

Wee

k

1&

2

Chapter 1: What is Entrepreneurship

1.1. Definition and philosophy of

Entrepreneurship Vs Entrepreneurs

1.1.1. Historical origin of

entrepreneurship

1.2.Type of Entrepreneurs

1.3. Role within the economy

1.4.Entrepreneurial Competence and

Environment

1.4.1. Entrepreneurial Mind-set

1.4.2. Demographic Factors

1.4.3. Entrepreneurial Environment

1.5. Entrepreneurship, creativity and

innovation

Brain

storming

Interactive

Lecture

group

discussion

and

reflection

Define the

term

entrepreneursh

ip and

entrepreneur

Discuss the

role of

entrepreneursh

ip within the

economy

Explain the

entrepreneurial

competences

Define the

term

entrepreneur

ship and

entrepreneur

Identify

types of

entrepreneur

Recognize

the role of

entrepreneur

ship in the

economy

Analyze the

entrepreneur

ial

competences

Differentiate

the term

creativity

and

innovation

Wee

k 3

- 5

Chapter 2: Business Idea Development

2.1. Opportunity Identification and

Evaluation

2.2. Idea Development

2.2.1 Business Idea Identification

2.2.2 Sources of Business Ideas

2.2.3 Methods for generating Business

Ideas

2.3. The Concept of Business Planning

2.4. Business Feasibility

2.5. The Business plan

2.6.Contents of business Plan

2.7. Developing a business plan

Brain

storming

Interactive

Lecture

group

discussion

and

reflection

Discuss

business

opportunities

in the

environment

Generate

business idea

Synthesize

the

components of

business plan

Develop

business plan

Identify

opportunity in

the

environment

Evaluate

the

opportunities

in the

environment

Generate

business idea

Explai

n the concept

of business

planning

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337

Identify

components of

business plan

Develop

business plan

Wee

k

6&7

Chapter 3:Business Formation

3.1. The Concept of Business

Development

3.2. Forms of Business (a short

explanation)

3.3. Definition of SMES and role of

SMEs

3.4. Setting up small scale business

3.5. Business failure and success factors.

3.5.1 Problems of small scale business in

Ethiopia

3.6 Organizational structure and

entrepreneurial team formation

3.7. Forms of business organizations

Interac

tive

Lectur

e,

Group

discuss

ion

Discuss the

concept of

business

development

Brainstorm the

importance of

SMEs

Discuss the failure

and success

factors of SMEs

Explain

the concept of

business

development

Identify

the forms of

business

ownership

Define

SMEs

Analyze

the importance

of SMEs

Set Up

small scale

business

List role

of SMEs

Distingui

sh the failure

and success

factors of

SMEs

Identify

the problem of

small scale

business in

Ethiopia

Develop

organizational

culture

Wee

ks

8&9

Chapter 4: Product or Service

Development

4.1. The Concept of product or

service technology

4.2. Product or service development

Process

4.3 Legal and regulatory frameworks

4.4 Intellectual Property Protect

4.4.1 Patent

Interactive

Lecture,

Group

discussi

on and

reflectio

n

Describe the

concept of

product and

services

Analyze

Product or

service

process

Recognize

Describe the

concept of

product and

services

List product

or service

development

process

Discuss the

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338

4.4.2 Trademarks

4.4.3 Copyrighting

legal and

regulatory

frameworks

Describe

intellectual

property

protection

intellectual

property

protection

Wee

ks

10-

12

Chapter 5: Marketing

5.1.The Concept and philosophy of

marketing

5.2. Marketing Mix and Strategies

5.3 Marketing Information System

5.3.1 Marketing intelligence

5.3.2 Marketing research

5.5. Competitive analysis

5.6 Selling and Customer Service

Interactive

Lecture,

Group

discussion

and

reflection

Define

marketing

concept

Discuss

marketing mix

strategies

Differentiate

components of

marketing

information

system

Explain

competitive

environment

Define

marketing

Identify

Marketing

mix and

strategies

Analyze

components

of marketing

information

system

Explain

competitive

environment

Describe

customer service

and selling

process

Wee

ks

13&1

4

Chapter 6: Financing the New Venture

6.1 Overview of Business Financing

6.2 Source of financing

6.2.1 Equity financing

6.2.2 Debt financing

6.2.2.1 Trade credit

6.2.2.2 Lease financing

6.3 Traditional Financing (Equib/Edir,

etc.)

6.4 Crowd Funding

6.5 Micro finance in Ethiopia

Interactive

Lecture,

Group

discussion

and

reflection

Discuss business

financing

Identify the

sources of

finance

Explore traditional

financing

techniques

Aware about

crowd funding

Examine

Ethiopian micro

finance system

Know

business

financing

Identify the

sources of

finance

Understand

with

traditional

financing

techniques

Familiarize

with crowd

funding

Know

Ethiopian

micro

finance

system

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339

Wee

ks

15&1

6

Chapter 7: Managing Growth and

Transition

7.1. Managing business growth

7.2. New venture expansion strategies

7.3. Business Ethics and Social

Responsibility

Interactive

Lecture,

Group

discussion

and

reflection

Discuss

business

growth & its

management

Identify new

venture

expansion

strategies

Examine

business ethics

& social

responsibility

issues

Know how

to manage

business

growth

Understand

business

expansion

strategies

Know &

Internalize

business

ethics &

social

responsibiliti

es


Asse

ssm

ent

Continues assessment (Tests, Quizzes, Assignments,) ….. …………….25%

Mid………………………………………………………….……………25%.

Final Exam ……………………………………………………………….50%

Total………………………………………………..…………………… .100%

Please refer to Article 161(3) of the legislation.

Cou

rse

poli

cy

A student has to:






Module

Module for the course Entrepreneurship

Textbooks

Hirsh Robert D. and Peters Michael P. “Entrepreneurship” Fifth Edition, Tata McGraw Hill

Edition, 2002.

Further References

Justin G. Longenecker and Carlos W. Moore, Small Business Management 12th edition, College

Division South Western Publishing Co. Dallas, 2003

Holt David H. “Entrepreneurship – New venture Creation “Eastern Economy Edition, 2000.

DonaldF.Kutatko and RichardM.Hodgetts, “Entrepreneurship: A Cotemporary Approach” Fourth

Edition.

HailayGebretinsae, Entrepreneurship and Small Business Management, 2nd Edition. Approach “. Fourth

Edition, the Dryden Press, 1998.

Course chair _______________________________Signature ____________________

Department Head____________________________ Signature____________________

V/Dean ____________________________________ Signature ___________________

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20 Appendices

Every curriculum must follow support letters from related professional organizations or sectors.

Minutes of the related meetings held at department and academic council levels, survey reports,

curriculum workshop minutes, seminar recommendations, need assessments, opinions and

suggestions of the subject experts and so on are needed to be attached as appendices to the

curriculum.

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